Lifelong Learning Programme

This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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This project has been funded with support from the European Commission. This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Teachers’ Guide

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EFFECTIVE USE OF TECHNOLOGIES TO PROMOTE SCIENTIFIC KNOWLEDGE

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Chapter 4 - Integrating tools in sciences education
4.4 How to evaluate the students’ acquisition using ICT
Teacher must be able evaluate achievement in science when ICT is used in science lessons. This will involve the teacher in:
  • Setting clear objectives and understanding the role of ICT in achieving them. For example, if a graphing package has been used to explore the relationship between current and voltage, the assessment of pupils’ achievement should be based on their understanding of this relationship and not on their ability to use the graphing package;
  • Making pupils reflect on the role ICT has played in their work e.g. asking them to consider the advantages of using a temperature probe for recording daily temperature variations overusing an ordinary thermometer; using both ICT and non-ICT approaches to a task with a class and evaluating the contribution ICT has made to the task: for example, investigating rate of chemical reaction may be done with ‘disappearing cross’ experiments by some groups and with light sensors by other groups;
  • Requiring pupils to interpret and present the information gained from the use of ICT resources for a specific purpose rather than simply printing off information, e.g. inviting pupils to produce a summary in a limited number of words on global warming from a CD-ROM or from Internet sites;
  • Using a variety of strategies and interventions during the lesson to assess pupils’ progress and contributions, e.g. encouraging pupils to keep a record of their own actions and findings, or to write asking for printouts of early drafts of reports.
Online Resources

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