Abstract:

Conducting experiments and following scientific research principles are two important teaching objectives in physics education. Learning and acquiring the skills that make this possible begins in primary school. In the context of teaching physics, it is not enough to provide students with activities and an environment in which they can develop experimental skills, but it is also important to assess them and evaluate students' knowledge. In practice, it is seen that the assessment of experimental skills is not always included in the assessment of physics knowledge, and more emphasis is placed on theoretical and computational content.

Multi-level models for assessing experimental work can be found in the literature, which provide for assessment of students based on their planning and experimentation skills and their ability to write notes and reports and evaluate results. In Slovenia, however, the assessment of experimental work is usually left to the enthusiasm of the teacher. Individual teachers have developed descriptors for assessment and criteria for evaluating experimental work. Nevertheless, many teachers do not evaluate practical work according to the models found in the literature.

In order to bring the direct assessment of experimental work closer to teachers of Slovenian primary schools, we have prepared examples of experiments on three different learning topics in 8th and 9th grades. The experiments are equipped with accompanying materials in which the assessment descriptors, the assessment sheet and the assessment criteria are systematically elaborated.

The materials were tested in five elementary schools where 5 teachers and 45 students (aged 13-14 years) participated in the research. Teachers conducted the assessment of experimental knowledge and skills with a group of students according to the recommendations and with the prepared materials, which included a worksheet for students, an assessment tool, and assessment descriptors for teachers. Students and teachers gave their opinions about assessment of the experimental work in general and about the prepared materials in separately prepared questionnaires for students and teachers. The teachers also participated in the evaluation of the student worksheets and in a semi-structured interview.

The results of the research show that the prepared materials are well developed. The selected experiments and tasks are suitable for use in evaluating experimental work in primary school and are consistent with the general and operational learning objectives and take into account the minimum standards from the curriculum. Modifications are suggested and some problems or shortcomings are pointed out. Regarding the implementation and proposed materials for the assessment of experimental knowledge, teachers express concerns about the time constraints of this type of assessment and the need to collaborate with an additional teacher or lab technician. According to teachers, the main reasons for not conducting direct assessment of experimental work are the constant lack of time to cover all the content required by the curriculum. All teachers and students emphasize that conducting the evaluation of experimental work as part of the school process contributes significantly to the development of students' practical skills and allows them to gain experience in science and experimental work.

Keywords:

Assessing experimental work, assessment criteria, physics.