Asia-Pacific Forum on Science Learning and Teaching, Volume 4, Issue 2, Article 12 (Dec., 2003)
Man-Tak CHAN and Ping-Wai KWOK
Facilitating active learning through a thematic science curriculum
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Evaluation

At the end of the whole unit, a questionnaire survey was conducted to evaluate the effectiveness of the teaching package. 197 students participated in the questionnaire survey. Firstly, concept matching questions were set out to probe students' understanding of scientific concepts learnt throughout the whole unit. On average, students scored 78% correct in this concept-matching test. The result was very encouraging since the test was done without prior notice and revision. In the second part of the questionnaire, students were asked to evaluate the effectiveness of the teaching package. The results were summarized in Table 1.

TABLE 1. Summary of students' responses

Number of respondents = 197

Strongly Agree

Agree

Disagree

Strongly Disagree

The package can arouse your interest in science

31%

62 %

6 %

1 %

The package can help you understand science concepts

17 %

72 %

10 %

1 %

After studying the package, you want to learn more about water

22 %

66%

9 %

3 %

The overall responses from 197 students were very positive. The majority of students (more than 80%) reported that the learning activities were effective in helping them to learn science concepts and arouse their interests in learning science.

Students were also asked to write a short paragraph about their feeling on their learning of this theme. The translation of three students' responses were shown below to illustrate the general opinions collected in the survey.

Student A:
In our experiments, everything (procedures and setups) was designed by students. It didn't just widen our thoughts but made us feel free and interested in studying. It also enhanced the friendship among classmates. We find that it is easier for us to understand what is in the books (after this unit). Actually, we don't even need the book (textbook) when we've understood it!
....I've also learned a lot in presentation, which develops my confidence, helps to train my skills to present information and ideas. It's more effective than just doing revision (exercises) as I can use what I've learned. Therefore, presentation can assist our learning.

Student B:
Science lessons were not just 'doing' experiments but we had many chances to 'design' experiments. I believe this is the best way to use our minds. This kind of interactive science lessons is the best way to gain experiences and satisfaction.
Of course, there were difficulties in the process of designing experiments. But we could gain more experiences from trying so that we can make it better after each trial. The process really made me grow up a lot and I truly gained benefits from the lesson. These could not be available in traditional lessons before.
I think I've really grown up since then. I also learned more and had more insights about science. It is obviously more helpful than just reading from books.

Student C:
Once, we'd to make a device to filter dirty water, to turn it into clean water. You (Teacher) didn't tell us directly how to make it but guided us to find out the characteristics of each material and let us design the filter independently. At the beginning we had no confidence that we could make it because no instructions were given in the work sheets and workbooks. Fortunately, you encouraged us to think and to do it on our own. After doing many experiments, we were not afraid or worried anymore. We've learned to be more active and careful in designing experiments. Sometimes I really feel that I'm just like a little scientist. Throughout IS (Integrated Science) lessons this year, I learned not only knowledge from the textbook but also to be a active learner and to look for the truth. Through various experiments, I found out that I can do many things, which I thought I couldn't do at the first time, if I put efforts in them and so I built up my confidence.

 

Students' responses generally indicated that the teaching strategies and activities adopted in this thematic unit could effectively develop their experimental, problem-solving and thinking skills. Furthermore, students felt that they had a greater confidence in solving open-ended problems than before. They were satisfied with their performance in various activities and were well motivated by challenging questions/activities and rewarding outcomes. More importantly, students were highly involved in all sorts of laboratory activities because they enjoyed the freedom and ownership devolved from their teachers during the whole learning process of this theme.

Copyright (C) 2003 HKIEd APFSLT. Volume 4, Issue 2, Article 12 (Dec., 2003). All Rights Reserved.