However, for the purpose of this study, only students’ scores in assessment items related to thermal physics were extracted for comparison. Ideally, though, if we shift the spotlight onto learning for understanding, rather than learning for grading, we might see a change in the type of learner our system produces and there may be less of a need to rely so heavily on such assessment data. However, in the particular field of physics education, the literature is still inconclusive. Action research in Singapore: Where are we now? There were no significant differences between the mean achievement scores of N2 and N3 students. Journal of Research in Science Teaching, 48(8), 901–918. Social Persuasion (SP) Experiences. While they saw the final product designed by their peers during the student presentations at the end of the lesson, they were unable to observe their peers during the designing process. Gender differences in learning constructs, shifts in learning constructs, and their relationship to course achievement in a structured inquiry, yearlong college physics course for life science majors. The validation process is often rigorous and thorough; targets set must be justified and assigned scores must be supported by explicit evidence and documentation that analyse trends over a minimum period of 3 years. At the level of the individual teacher, performance is appraised using the Enhanced Performance Management System (EPMS), which was introduced in 2001. The role of students as passive recipients of a static body of knowledge is no longer relevant today; it must be replaced by one where students are active learners who are capable of examining data, forming hypotheses and constructing knowledge that is tentative and subject to scrutiny. A., Eryilmaz, A., & Fakioglu, T. (2007). Privacy While schools are allowed and even encouraged to innovate and diversify, the state still maintains central control through the use of monitoring systems within a performative culture (Ng 2008). This includes revision methods as well as time and stress management skills during the test itself, so their higher score may not be entirely attributed to deeper conceptual understanding. (2010) which suggested that direct instruction is as good as inquiry-based instruction for traditional outcomes as long as lesson units are soundly designed and good instruction is delivered in both modes. This instrument was administered to reflect students’ achievement scores and it was incorporated within a termly summative assessment, known as Common Test 2, administered to all three classes in Term 3. However, the difference in pre- and post-intervention MRIs for N1 and N3 students were not statistically significant. Existing modes of assessment would be shown to be inadequate in accurately measuring students’ subject matter knowledge. Three separate instruments were used in the collection of data so as to adequately address the research questions posed. Ball, S. J. A strongly held belief such as this can hinder the acceptance of more scientifically accurate conceptions involving thermal equilibrium and the rate of conduction. Comparing the raw TCE scores from the pre- and post-tests showed that the mean post-test score (M = 8.46, SD = 2.88) of N2 students was significantly higher than their mean pre-test score (M = 6.86, SD = 2.16), t(27) = 4.69, p < .05. In other words, their conceptions became context-dependent. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). Rowman & Littlefield. Findings from the correlational study seem to suggest that when AIBL is employed as an instructional approach, it is more likely that achievement scores are accurate predictors of students’ conceptual understanding. Carey, S. (2000). The team of teachers involved in this study, therefore, believed that traditional instruction would be largely ineffective because it does not take into account students’ existing beliefs about thermal physics. Journal of Science Teacher Education, 24(3), 497–526. However, the difference in pre- and post-test scores for N1 and N3 students were not statistically significant. Sample lesson plans for both classes have been appended for the readers reference (see Appendix 2). Conversely, the absence of any correlation between conceptual understanding and student achievement in the TPI classrooms also imply that when traditional instruction is employed, scores on achievement tests may not be accurate predictors of student understanding of the subject matter. The learner characteristics, features of desktop 3D virtual reality environments, and college chemistry instruction: A structural equation modeling analysis. Lesson plans for both classes were crafted around the same instructional objectives, which were explicitly recorded in the lesson plan documents. 1–6). Logic: A generator converts mechanical energy into electrical energy, while a motor does the opposite – it converts electrical energy into mechanical energy.