(BSCS) high school curriculum mater

(BSCS) high school curriculum materials, Klinckmann[ 51 developed the BSCS Test
Grid Categories. One of these categories was labeled “Ability to Use Skills Involved in
Understanding Scientific Problems” with the following subcategories: (1) interpret
qualitative data; (2) interpret quantitative data (graphs, tables, charts); ( 3 ) understand
relevance of data to problem; (4) screen and judge design and experiments; (5) screen
hypotheses; (6) identify problems and unanswered questions; (7) identify assumptions
and principles of inquiry and extend their application and scope, and (8) analyze scientific
problems.
With the goal of providing a framework to aid the evaluation of student outcomes from
secondary science programs, Klopfer[6] constructed a table of specifications. The objectives
dimension of this table contained six major objectives, four of which were described
as being part of a cluster entitled “processes of scientific inquiry.” The major
specific process objectives were: (1) observing and measuring; (2) seeing a problem and
seeking ways to solve it; (3) interpreting data and formulating generalizations, and (4)
building, testing, and revising a theoretical model.
While the several descriptions of specific process objectives may initially seem quite
diverse, it seems they all fit within Gallagher’s[7] succinct definition of processes as “skills
for acquiring and organizing knowledge about the environment.” This brief statement
cogently combines the psychomotor-related skills of observing, measuring, etc., with the
more cognitive-dominated analytical techniques for coding and conceptualizing the
specific bits of sensory information. It is this concept of science processes that will be used
throughout the remainder of this paper.
Even though this definition of the processes of science may be a unifying factor to those
developing instructional materials, it has been a hindrance to those attempting to measure
student’s comprehension of, or competency in, these skills. Those researchers that focus
on the “acquiring” dimension normally develop assessment techniques that require
students to demonstrate an ability to perform some specific task. Many of these techniques
have been described as “laboratory practical exams” at the secondary level and “individual
competency measures” at the elementary school level. Educators that focus on the analytic
or cognitive nature of processes attempt to measure these skills as part of the paperand-
pencil achievement exams. Many of the recent measures of science processes utilize
the presentation of information via pictorial, tabular, or graphical means. As new situations
and facts are used, the chances of students responding from recall become quite
remote and instead they are required to interpret, restructure, or analyze the provided
stimuli in order to choose the correct answer. The remainder of this paper will be an
analysis of several selected instruments purporting to assess elementary and secondary
level student skills with the processes of science.
Elementary School Level
The evaluation of student achievement on the various objectives of the SAPA program
is undertaken at two levels-immediate and long range. As described in the SAPA
Commentary for Teachers [8], the immediate evaluation is accomplished via “appraisals,”
which are class activities “designed to help you [the teacher] evaluate overall class performance
in a general sense and to decide when the class has progressed sufficiently to
move on to the next exercise” and on an “individual competency measure” in which a
teacher “can observe just what the child is able to do. He is expected to speak or perform
in some way to demonstrate his learning.” By using verbal directions, material manipulation,
and observation of actual performance, the measurement of a child’s achievement
does not depend on what he is able to read. For the later exercises (part E and beyond),
there is no appraisal, but rather both individual and group competency measures. The
advantage of the group measure is that one can simultaneously test all the children in
a class. According to the SAPA Commentary for Teachers [8], “A child’s achievement
on the group test will, of course, depend in part on his ability to read, and often in such
a test, there is little opportunity to examine how a child handles equipment or plans and/or
carries out an investigation.”
The long-range evaluation of SAPA objectives was to be assessed via a Science Process
Instrument [9]. An experimental edition of this instrument has been prepared for the
eight basic processes: observing; classifying; measuring; using numbers; using space/time
relationships; inferring; communicating, and predicting. Unfortunately, funds to validate
this instrument and develop a similar tool for the integrated processes have not become
available. The experimental version was made available for use “by educational researchers
in schools, colleges, educational laboratories, research an

Results (Indonesian) 1:

(BSCS) high school curriculum materials, Klinckmann[ 51 developed the BSCS TestGrid Categories. One of these categories was labeled “Ability to Use Skills Involved inUnderstanding Scientific Problems” with the following subcategories: (1) interpretqualitative data; (2) interpret quantitative data (graphs, tables, charts); ( 3 ) understandrelevance of data to problem; (4) screen and judge design and experiments; (5) screenhypotheses; (6) identify problems and unanswered questions; (7) identify assumptionsand principles of inquiry and extend their application and scope, and (8) analyze scientificproblems.With the goal of providing a framework to aid the evaluation of student outcomes fromsecondary science programs, Klopfer[6] constructed a table of specifications. The objectivesdimension of this table contained six major objectives, four of which were describedas being part of a cluster entitled “processes of scientific inquiry.” The majorspecific process objectives were: (1) observing and measuring; (2) seeing a problem andseeking ways to solve it; (3) interpreting data and formulating generalizations, and (4)building, testing, and revising a theoretical model.While the several descriptions of specific process objectives may initially seem quitediverse, it seems they all fit within Gallagher’s[7] succinct definition of processes as “skillsfor acquiring and organizing knowledge about the environment.” This brief statementcogently combines the psychomotor-related skills of observing, measuring, etc., with themore cognitive-dominated analytical techniques for coding and conceptualizing thespecific bits of sensory information. It is this concept of science processes that will be usedthroughout the remainder of this paper.Even though this definition of the processes of science may be a unifying factor to thosedeveloping instructional materials, it has been a hindrance to those attempting to measurestudent’s comprehension of, or competency in, these skills. Those researchers that focuson the “acquiring” dimension normally develop assessment techniques that requirestudents to demonstrate an ability to perform some specific task. Many of these techniqueshave been described as “laboratory practical exams” at the secondary level and “individualcompetency measures” at the elementary school level. Educators that focus on the analyticor cognitive nature of processes attempt to measure these skills as part of the paperand-pencil achievement exams. Many of the recent measures of science processes utilizethe presentation of information via pictorial, tabular, or graphical means. As new situationsand facts are used, the chances of students responding from recall become quiteremote and instead they are required to interpret, restructure, or analyze the providedstimuli in order to choose the correct answer. The remainder of this paper will be anAnalisis beberapa instrumen Terpilih yang mengaku menilai dasar dan sekolah menengahmahasiswa tingkat keterampilan dengan proses ilmu pengetahuan.Tingkat SDEvaluasi prestasi siswa pada tujuan berbagai SAPA programini dilakukan pada dua tingkat-pendek dan panjang jangkauan. Seperti yang dijelaskan di SAPAKomentar untuk guru [8], evaluasi segera dicapai melalui "penilaian"yang merupakan aktivitas kelas "dirancang untuk membantu Anda [guru] mengevaluasi kinerja kelas secara keseluruhandalam pengertian umum dan memutuskan ketika kelas telah berkembang cukup untukberalih ke latihan berikutnya"dan pada"mengukur kompetensi individu"di managuru "dapat mengamati hanya apa anak mampu melakukan. Ia diharapkan untuk berbicara atau melakukandalam beberapa cara untuk menunjukkan belajar." Dengan menggunakan arah verbal, bahan manipulasi,dan pengamatan dari kinerja aktual, pengukuran prestasi anaktidak tergantung pada apa yang dia mampu membaca. Selama latihan kemudian (bagian E dan seterusnya),ada tidak ada penilaian, tetapi langkah-langkah kompetensi agak baik individu dan kelompok. Thekeuntungan dari ukuran kelompok adalah yang secara bersamaan dapat menguji semua anak-anak dikelas. Menurut komentar SAPA guru [8], "anak prestasipada kelompok tes akan, tentu saja, bergantung sebagian pada kemampuannya untuk membaca, dan sering sedemikiantes, ada sedikit kesempatan untuk memeriksa bagaimana anak menangani peralatan atau rencana dan/ataucarries out an investigation.”The long-range evaluation of SAPA objectives was to be assessed via a Science ProcessInstrument [9]. An experimental edition of this instrument has been prepared for theeight basic processes: observing; classifying; measuring; using numbers; using space/timerelationships; inferring; communicating, and predicting. Unfortunately, funds to validatethis instrument and develop a similar tool for the integrated processes have not becomeavailable. The experimental version was made available for use “by educational researchersin schools, colleges, educational laboratories, research an

Results (Indonesian) 2:

(BSCS) materi kurikulum sekolah tinggi, Klinckmann [51 mengembangkan BSCS Uji
Grid Kategori. Salah satu kategori ini diberi label "Kemampuan untuk Gunakan Keterampilan Terlibat dalam
Memahami Masalah Ilmiah" dengan subkategori berikut: (1) menafsirkan
data kualitatif; (2) menafsirkan data kuantitatif (grafik, tabel, grafik); (3) memahami
relevansi data untuk masalah; (4) layar dan hakim desain dan eksperimen; (5) layar
hipotesis; (6) mengidentifikasi masalah dan pertanyaan yang belum terjawab; (7) mengidentifikasi asumsi
dan prinsip-prinsip penyelidikan dan memperluas aplikasi dan ruang lingkup mereka, dan (8) menganalisis ilmiah
masalah.
Dengan tujuan menyediakan kerangka kerja untuk membantu evaluasi hasil siswa dari
program ilmu sekunder, Klopfer [6] dibangun meja spesifikasi. Tujuan
dimensi tabel ini terdapat enam tujuan utama, empat dari yang digambarkan
sebagai bagian dari cluster berjudul utama "proses penyelidikan ilmiah."
Tujuan proses tertentu adalah: (1) mengamati dan mengukur; (2) melihat masalah dan
mencari cara untuk mengatasinya; (3) menafsirkan data dan merumuskan generalisasi, dan (4)
bangunan, pengujian, dan merevisi model teoritis.
Sementara beberapa deskripsi dari tujuan proses tertentu mungkin awalnya tampak cukup
beragam, tampaknya mereka semua cocok dalam Gallagher [7] definisi singkat dari proses sebagai "keterampilan
untuk memperoleh dan mengorganisir pengetahuan tentang lingkungan." Pernyataan singkat ini
cogently menggabungkan keterampilan-psikomotor terkait mengamati, mengukur, dll, dengan
teknik analisis lebih kognitif yang didominasi untuk coding dan konseptualisasi
bit tertentu dari informasi sensorik . Ini adalah konsep proses ilmu yang akan digunakan
di seluruh sisa kertas ini.
Meskipun definisi ini proses sains dapat menjadi faktor pemersatu bagi mereka
mengembangkan bahan ajar, itu telah menjadi halangan untuk mereka yang berusaha untuk mengukur
pemahaman siswa dari, atau kompetensi dalam, keterampilan ini. Mereka peneliti yang fokus
pada "mendapatkan" dimensi biasanya mengembangkan teknik penilaian yang memerlukan
siswa untuk menunjukkan kemampuan untuk melakukan beberapa tugas tertentu. Banyak dari teknik ini
telah digambarkan sebagai "laboratorium ujian praktis" pada tingkat menengah dan "individu
tindakan kompetensi" di tingkat sekolah dasar. Pendidik yang fokus pada analisis
sifat atau kognitif proses mencoba untuk mengukur keterampilan ini sebagai bagian dari paperand-
ujian prestasi pensil. Banyak langkah-langkah baru-baru ini proses sains memanfaatkan
penyajian informasi melalui bergambar, tabular, atau cara grafis. Sebagai situasi baru
dan fakta yang digunakan, kemungkinan siswa merespon dari recall menjadi cukup
jauh dan sebaliknya mereka diwajibkan untuk menafsirkan, restrukturisasi, atau menganalisis disediakan
rangsangan untuk memilih jawaban yang benar. Sisa dari makalah ini akan menjadi
analisis beberapa instrumen yang dipilih mengaku untuk menilai dasar dan menengah
keterampilan siswa tingkat dengan proses ilmu pengetahuan.
SD Tingkat
Evaluasi prestasi siswa pada berbagai tujuan dari program SAPA
dilakukan di dua tingkat- segera dan panjang jangkauan. Seperti dijelaskan dalam SAPA
Commentary untuk Guru [8], evaluasi segera dilakukan melalui "penilaian,"
yang merupakan kegiatan kelas "yang dirancang untuk membantu Anda [guru] mengevaluasi kinerja kelas keseluruhan
dalam pengertian umum dan untuk memutuskan kapan kelas memiliki berkembang cukup untuk
beralih ke latihan berikutnya "dan pada" individu kompetensi ukuran "di mana
guru" dapat mengamati apa anak mampu melakukan. Dia diharapkan untuk berbicara atau melakukan
dalam beberapa cara untuk menunjukkan pembelajaran nya. "Dengan menggunakan arah verbal, manipulasi material,
dan pengamatan kinerja aktual, pengukuran prestasi anak
tidak tergantung pada apa yang ia mampu membaca. Untuk latihan nanti (bagian E dan seterusnya),
tidak ada penilaian, melainkan baik langkah-langkah kompetensi individu dan kelompok. The
keuntungan dari ukuran kelompok adalah bahwa satu secara bersamaan dapat menguji semua anak di
kelas. Menurut Commentary SAPA untuk Guru [8], "prestasi seorang anak
pada tes kehendak kelompok, tentu saja, tergantung sebagian pada kemampuannya untuk membaca, dan sering dalam seperti
tes, ada sedikit kesempatan untuk memeriksa bagaimana anak menangani peralatan atau rencana dan / atau
melakukan investigasi.
"Evaluasi jangka panjang dari tujuan SAPA itu harus dinilai melalui Proses Sains
Instrument [9]. Sebuah edisi percobaan instrumen ini telah disiapkan untuk
delapan proses dasar: mengamati; pengklasifikasian; ukur; menggunakan nomor; menggunakan ruang / waktu
hubungan; menyimpulkan; berkomunikasi, dan memprediksi. Sayangnya, dana untuk memvalidasi
instrumen ini dan mengembangkan alat serupa untuk proses terpadu belum menjadi
tersedia. Versi percobaan dibuat tersedia untuk digunakan "oleh para peneliti pendidikan
di sekolah-sekolah, perguruan tinggi, laboratorium pendidikan, penelitian