The processes of biological investigations test

Germann, Paul J.

doi:10.1002/tea.3660260706

Cited by 19 publications

(7 citation statements)

References 17 publications

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“…The Spearman-Brown split-half reliability was determined to be .86 for the CUT pretest (mean score ϭ 14.13, n ϭ 120). The Kuder-Richardson (21) reliability for the PBIT was .83 (Germann, 1989) and Cronbach's alpha reliability coefficient was .85 for the GALT (Roadrangka et al, 1983).…”

Section: Data Collection and Analysismentioning

confidence: 99%

“…A nonequivalent control group design (Tuckman, 1972) analyzed pre-and posttest data from the 35-item Processes of Biological Investigation Test (PBIT) (Germann, 1989), the abbreviated 12-item Group Assessment of Logical Thinking (GALT) (Roadrangka, Yeany, & Padilla, 1983), and a developed 20-item multiple choice test to assess conceptual understanding. The concept understanding test (CUT), which posed two multiple choice items for each concept, was developed and evaluated for accuracy by the university researchers and the teacher/researchers to achieve greater content validity.…”

Section: Data Collection and Analysismentioning

confidence: 99%

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Effects of Emphasizing Hypothetico-Predictive Reasoning within the Science Learning Cycle on High School Student's Process Skills and Conceptual Understandings in Biology

Lavoie

1999

J. Res. Sci. Teach.

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This study examined the effects of adding a prediction/discussion phase at the beginning of a three-phase learning cycle involving exploration, term introduction, and concept application. The added phase required high-school biology students to individually write out predictions with explanatory hypotheses concerning concepts in genetics, homeostasis, ecosystems, and natural selection. This was followed by interactive debate of predictions and reasons. Data sources included questionnaires, field observations, teacher/researcher daily log reports, and a battery of tests to assess cognitive changes. Hypotheticopredictive reasoning and logical argumentation served as cognitive-development processes which prompted students to construct and deconstructed their procedural and declarative knowledge. The prediction/discussion-based learning cycle instruction, when compared with traditional learning cycle instruction, produced significant gains relative to the use of process skills, logical-thinking skills, science concepts, and scientific attitudes. Guidelines were generated for developing, teaching, and evaluating prediction/discussion based learning cycles.

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Section: Data Collection and Analysismentioning

confidence: 99%

Section: Data Collection and Analysismentioning

confidence: 99%

Effects of Emphasizing Hypothetico-Predictive Reasoning within the Science Learning Cycle on High School Student's Process Skills and Conceptual Understandings in Biology

Lavoie

1999

J. Res. Sci. Teach.

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“…The elementary and secondary classes were pretested with the Group Test of Logical Thinking-GALT (Roadrangka, Yeany, & Padilla, 1983) and the Processes of Biological Inquiry Test-PBIT (Germann, 1989). A two-group unpaired t test showed no significance difference (alpha level = .05) between the two methods classes on both instruments (GALT, p = .44; PBIT, p = .36).…”

Section: Subjects and Data Collectionmentioning

confidence: 99%

The development, theory, and application of a cognitive‐network model of prediction problem solving in biology

Lavoie

1993

J Res Sci Teach

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“…Some instruments have been specifically designed for evaluating the attainment of science processes (e.g., Dillashaw & Okey, 1980;Germann, 1989a). The Missouri Department of Elementary and Secondary Education developed an Alternative Assessment of Science Process Skills (AASPS) (Moran & Boulter, 1992;Germann, 1992) using the Directed Inquiry Approach to Learning Science Process Skills and Scientific Problem Solving (DIAL[SPS]2) model (Germann, 1987(Germann, , 1989b.…”

Section: Assessing Science Processesmentioning

confidence: 99%

Student performances on the science processes of recording data, analyzing data, drawing conclusions, and providing evidence

Germann

Aram

1996

J. Res. Sci. Teach.

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The National Committee on Science Education Standards and Assessment (1994 draft) viewed several science processes as important to an understanding of science as inquiry: formulating usable questions, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, communicating, and coordinating and implementing a full investigation. This study is one of three undertaken to develop research rubrics for a performance assessment of science processes and to evaluate seventh-grade science students' ability to perform them. Specifically, this article focuses on the processes of recording data, analyzing data, drawing conclusions, and providing evidence. A total of 364 students field tested the Alternative Assessment of Science Process Skills. Their responses were used to develop a research rubric, and then this rubric was used to determine response patterns that could inform both instruction and assessment of science process skills. Only 61% of students performed the activity and recorded data successfully. Sixty-nine percent of students did not attend to the hypothesis in drawing their conclusions. Eighty-one percent did not provide specific evidence for their conclusions. These results were discussed in light of relevant theories and models as well as their implications for instruction and assessment.

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The processes of biological investigations test

Cited by 19 publications

References 17 publications

Effects of Emphasizing Hypothetico-Predictive Reasoning within the Science Learning Cycle on High School Student's Process Skills and Conceptual Understandings in Biology

Effects of Emphasizing Hypothetico-Predictive Reasoning within the Science Learning Cycle on High School Student's Process Skills and Conceptual Understandings in Biology

The development, theory, and application of a cognitive‐network model of prediction problem solving in biology

Student performances on the science processes of recording data, analyzing data, drawing conclusions, and providing evidence

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