Abstract
In this study, an instructional design model, based on the computational experiment approach, was employed in order to explore the effects of the formative assessment strategies and scientific abilities rubrics on students’ engagement in the development of inquiry-based pedagogical scenario. In the following study, rubrics were used during the model development, based on prompts provided to students during the development of their models. Our results indicate that modelling is a process that needs sequencing and instructional support, in the form of rubrics, focused on the scientific abilities needed for the inquiry process. In this research, eighty (80) prospective primary school teachers participated, and the results of the research indicate that the development of inquiry-based scenario is strongly affected by the scientific abilities rubrics.
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Psycharis, S. The Impact of Computational Experiment and Formative Assessment in Inquiry-Based Teaching and Learning Approach in STEM Education. J Sci Educ Technol 25, 316–326 (2016). https://doi.org/10.1007/s10956-015-9595-z
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DOI: https://doi.org/10.1007/s10956-015-9595-z