USING NEMP TO INFORM THE TEACHING OF SCIENTIFIC SKILLS

APPENDIX I


USING NEMP TO INFORM THE TEACHING OF SCIENTIFIC SKILLS

Task Name: Truck Track
Tape Number: _______________________
Team: Year Level: Year 4
Gender Mix: Boys __________ Girls __________
Ethnicity: Non-European ____________ European _______________
A. PLANNING STAGE:
1. Task Roles (within grp)
     Discussed with each other and decided
     Used hand, rock, paper, scissors/or rhyme
2. Discussion of what to keep the same
3. Accuracy
  a) > Position of ramp on mat
 

i) Intuitive


 

ii) Explicit/addressed

 

iii) Ignored

  b) > Ramp straight
 

i) Intuitive

 

ii) Explicit/addressed

 

iii) Ignored

 

iv) Ramp on angle
  c) > Accurate measurement of truck travel
 

i) Intuitive

 

ii) Explicit/addressed

 

iii) Ignored

  d) > Consistent set up and release of the truck
 

i) Intuitive
 

ii) Explicit/addressed

 

iii) Ignored

  e) > Checking consistency by replicating
 

i) Intuitive

 

ii) Explicit/addressed
 

iii) Ignored

  f) > Measuring units e.g., cm instead of mm
 

i) Intuitive

 

ii) Explicit/addressed

 

iii) Ignored

  g) > Full member participation
 

i) All participated
 

ii) 3 participated
 

iii) 1–2 participated

4. Purpose (do they talk about the purpose of the task)
5. Sequencing (do they do the corks in a systematic order e.g., 1,2,3,4)
6. Repetition
 

i) To correct error

 

ii) For accuracy/fair testing standards

 

iii) Ignored

7. Variables
  a. Level of mat-bumps
  b. Changes in surface
  c. Truck pushed instead of let go
  d. Objects in the way e.g., chair
  e. Ruler placed to the side of ramp to keep the truck moving straight/on a set path
8A. Other
B. CARRYING OUT STAGE:
1. Task Roles (within grp)
2. Discussion of what to keep the same
3. Accuracy
 
i) Truck forwards a) i) ii) iii)  
  b) i) ii) iii) iv)
  c) i) ii) iii)  
  d) i) ii) iii)  
  e) i) ii) iii)  
  f) i) ii) iii)  
  g) i) ii) iii)  
i) Truck backwards a) i) ii) iii)  
  b) i) ii) iii) iv)
  c) i) ii) iii)  
  d) i) ii) iii)  
  e) i) ii) iii)  
  f) i) ii) iii)  
  g) i) ii) iii)  
4.
Purpose (do they talk about the purpose of the task)
5. Sequencing (do they do all the corks in a systematic order e.g., 1,2,3,4)
6. Repetition
  i) To correct error
  ii) For accuracy/fair testing standards
  iii) Ignored
7. Variables
  a > Level of mat-bumps
  b > Changes in surface
  c > Truck pushed instead of let go
  d > Objects in the way e.g., chair
  e > Ruler placed to the side of ramp to keep the truck moving straight/on a set path.
8B. Other
9. Predicting (after the first one)
C. RESULTS STAGE/DISCUSSION
1. Task Roles (within grp)
2. Discussion of what to keep the same
3. Accuracy
 
i) Truck forwards a) i) ii) iii)  
  b) i) ii) iii) iv)
  c) i) ii) iii)  
  d) i) ii) iii)  
  e) i) ii) iii)  
  f) i) ii) iii)  
  g) i) ii) iii)  
i) Truck backwards a) i) ii) iii)  
  b) i) ii) iii) iv)
  c) i) ii) iii)  
  d) i) ii) iii)  
  e) i) ii) iii)  
  f) i) ii) iii)  
  g) i) ii) iii)  
4. Purpose (do they talk about the purpose of the task)
5. Sequencing (do they do all the corks in a systematic order e.g., 1,2,3,4)
6. Repetition
  i) To correct error
  ii) For accuracy/fair testing standards
  iii) Ignored
7. Variables
  a > Level of mat-bumps
  b > Changes in surface
  c > Truck pushed instead of let go
  d > Objects in the way e.g., chair
  e > Ruler placed to the side of ramp to keep the truck moving straight/on a. set path
8C. Other
9. Predicting
10. Mistakes in technique used to explain result (e.g., rug not flat)
11. Recognising patterns/trends
 

i) Patterns in words only
 

ii) Pattern refers to comparison of numbers/measurements
12. Group consensus — if yes tick
13. Anything you could have done more accurately now you have done the experiment?
 

i) better consistency in releasing truck
 

ii) more accurate measuring
 

iii) included replication
 

iv) completed all the truck directions
 

v) recorded the results better e.g., use all one unit etc.
 

vi) Other
D POE: EXTRA CORK
8D. Other
14. Group consensus — if yes tick
15. Use of their results to make a prediction
16. a) Accurate prediction in right direction
  b) Incorrect prediction
17. Mention of physical properties (weight distribution/slope of ramp)
18. Gravity
E TEACHER INSTRUCTIONS
19. Planning task (emphasis on planning – things kept the same)
20. Planning roles (emphasis on roles students do)
21. Interruptions to re-emphasise things the same or sequence of corks
22. Focus of discussion is on results
23. Prompts to check number pattern
24. Focus of discussion is on meaning of purpose
25. Focus is on language/science language e.g., gravity
26. Teacher makes links to other relevant contextual knowledge
  Example(s)_________________________________________________
27. Students makes links to other relevant contextual knowledge
  Example(s)_________________________________________________
28. Helpful teacher actions
  Example(s)_________________________________________________
29. Unhelpful teacher actions
  Example(s)_________________________________________________
30. Extra variables introduced by the teacher
  a) Rug not flat (bumpy)
  b) Where the ramp has been set up in relation to mat
 

i) end of ramp touches the start of mat

 

ii) corks placed on the end of mat

  c) Equipment and mat set up on a table join over two tables
  8E. Other
  ________________________________

 

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