Abstract
This paper presents the assessment items that were developed by science and technology teachers in Québec to explore their students’ alternative ideas about engineering design technology and technological systems. These assessment items were administered to Secondary Cycle One students in Francophone and Anglophone schools in Québec to elicit their ideas about the foundational technology concepts included in the science and technology curriculum. Students’ responses are presented to share their alternative and scientific explanations. In addition, various approaches to facilitate a deeper understanding of scientific models and mechanistic reasoning in students are also discussed.
Highlights
This paper aims to share the resources that we have developed in collaboration with secondary science and technology teachers in Québec to support the teaching of engineering design technology
These assessment items were administered to Secondary Cycle One students in Francophone and Anglophone schools in Québec to elicit their alternative ideas about the foundational technology concepts included in the science and technology curriculum in Québec
While the literature offers a vast amount of assessment items and conceptual inventories focusing on science concepts to diagnose students’ misconceptions and to inform science instruction, there is a dearth of appropriate and efficient assessment tools to examine and track students’ understanding of engineering and technology concepts
Summary
This paper aims to share the resources that we have developed in collaboration with secondary science and technology teachers in Québec to support the teaching of engineering design technology. To this end, we present the assessment tools that were developed by the teachers to elicit their students’ alternative ideas about technology and technological systems. We present the assessment tools that were developed by the teachers to elicit their students’ alternative ideas about technology and technological systems These assessment items were administered to Secondary Cycle One students (grades seven and eight) in Francophone and Anglophone schools in Québec to elicit their alternative ideas about the foundational technology concepts included in the science and technology curriculum in Québec. We provide an overview of the Science and Technology program in Quebec
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