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By Benny H.W Yung

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Extra info for Assessment Reform in Science: Fairness and Fear (Science & Technology Education Library)

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Eddy, Glen, Hugo, Ivor and John). The following is a representative episode. Episode 3-4 (Eddy) – Are you going to deduct marks from me? Eddy was pointing out to a student on the spot that he had taken more than the specified amount of materials and that marks would be deducted from him: T: You too [getting more than the specified amount of solution]. What’s your class number? Next time, remember that 10 ml is just that much! 10 ml is just that much! You have taken four times more than enough. S: Are you going to deduct marks from me?

Such a phenomenon was particularly obvious in Hugo’s case, in 28 Chapter 3 that he often refrained from offering to help students, sometimes despite students’ repeated requests. Below is one of the representative episodes. Episode 3-3 (Hugo) – I don’t think it is appropriate for me to tell you It was a practical on paper chromatography. Hugo was circulating around the lab. One student approached him and asked him a question about the correct way to measure the distances travelled by different colour spots on the chromatogram: S: When I measure the distance travelled by the different colour spots, shall I measure the centre part or at the top part [of the colour spots]?

T: Why then do you have to use a longer strip? S: The error will become smaller. T: Why will the error become smaller? e. the teacher is guiding the student to the answer through discussing it with him. 2 Scientific attitude As revealed in Figure 3-4, there is no discernable pattern among the ten teachers regarding the relative proportion of T-S interaction [in terms of % DTUs (PW)] that was aimed at developing appropriate scientific attitudes in 32 Chapter 3 students. In most cases, the teachers required their students to report faithfully on the results they obtained during an experiment, and then try to seek explanations for the ‘unexpected’ results.

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