What elements should be considered in Evaluation?
· Emerson I.
Santos (Brazil)
· Norma Nudelman
(Argentina)
· Frank Jenkins
(Canadá)
· M. Cecília
Condeixa (Brazil)
· Christiane I.
Yamamoto (Brazil)
In undertaking this exercise, the group agreed that in order to identify
the elements we must examine the objectives of the programme and whether these
are met. After considerable discussion, the group unanimously agreed that the
following qualitative and quantitative, formative elements should be included
in any such evaluation exercise:
(a)
Pre and post evaluation of each module to determine whether cognitive
skills are being imparted;
(b)
Problem solving and critical thinking within the context of the social
environment;
(c)
The enthusiasm of the teacher and ability to stimulate student inquiry;
(d)
The knowledge of the teacher;
(e)
The communication skills of the teacher;
(f)
Open-ended and open-entry type laboratory activities. (For open-entry
write/create experimental design and/or procedures.);
(g)
The range of instructional strategies in the classroom
(h)
The nature of sciencelanguage used in the classroom and in the tests,
curriculum and textbooks
(i) Imparting of such values as tolerance, teamwork, openess and solidarity;
(j)
Laboratory skills, processes and problem solving abilities.
(k)
Learning to read, for example, medical research in the newspaper; e.g.,
knowing about sample size, peer-reviewed research, double-blind studies, and
replication of studies.
It was felt that the evaluation must be cognizant of the type of teacher, the quality of the class and if possible interviews with the class council, officials of the Ministry, school principals and parents should be carried out to assure their cooperation and assistance.
We recognize that some of the above may not be particularly easy to evaluate and recommend that initially only a formative evaluation and a subset of the above elements should constitute and evaluation exercise.