Regarding the growing use of PBL for teaching and learning high school Science, there appears the necessity of instruments that make STEM projects evaluation feasible. For that purpose, based on a cognitive model of Science Education that focuses on how scientist work, think and communicate, it was developed a co-construction and validation process of a rubric instrument. Aided by an interdisciplinary research group on Science Education, the 3-step co-construction process was the context of an evaluative investigation from a qualitative-interpretative approach. By analyzing participants discourse, 4 major tensions were found to have direct implications on project improvement.
|Translated title of the contribution||Rubric co-construction for the assessment of STEM high school projects|
|Number of pages||21|
|Publication status||Published - 1 Jan 2021|
- STEM competence
- School Scientific Practices