Year 2: 2014/2015
In Year 2 (Sept. 1, 2014 – Aug.31, 2015), we employed the diagnostic instrument developed in Year 1 as an instructional and research tool. Science teachers used it as a pre- and post-assessment tool to examine changes in students’ conceptions before and after instruction. Moreover, the project team work as a larger group of science consultants and teachers from the Francophone and Anglophone boards to develop evidence-based strategies to address students’ misconceptions diagnosed through the assessment tools. These teachers also implemented and refined the diagnostic tool and developed targeted inquiry-oriented interventions involving the essential concepts, problem-solving competencies, and technology skills in QEP. In addition, project team teachers and researchers from McGill and UQAM reviewed the science education research literature to identify and adapt evidence-based interventions related to the concepts included in the diagnostic tool. Project team teachers used these instructional practices in their classrooms to (1) effectively address students’ intuitive concepts, (2) explore meaningful changes in students’ alternative concepts, (3) develop students’ conceptual understanding of science, and (4) help students use the accepted scientific models to explain, predict, and solve problems.
Specific objectives of the project activities during Year 2 are:
- to work with science consultants and project team teachers to support them in using these diagnostic instruments and inquiry- oriented problem-based activities related to the essential concepts in the Secondary Cycle 1 curriculum;
- to work with project team members to develop evidence-based targeted interventions that would help improve students’ conceptual understanding of science.
Project activities includes:
- Professional Development Workshops held on January 29, March 24, March 25, April 30, and May 1, 2015
- Feedback forms were sent at the end of each workshop with 20-30 teachers as they reflected on the ways in which their pedagogical practice might change as a result of using these assessment tools and interventions.
- Three group discussions with 15 teachers where they shared their views about and experience of using this diagnostic tool and relevant inquiry-based activities in their classrooms.