B) Pubmed / Medline (acceso 01/04/14)
4.1. Análisis individual de los artículos revisados
-_ ..--... -- 10 a.m. T1ME DEPTH
8
a.m.10
a.m. --- 12 noon 2 p.m. 4 p.m. 6 p.m.*
Joey spent a day fishing from the jetty. The changing tide made the depth of water change. Study each picture and then write the different depths in the table.12
noon*
Draw aliDe graph
to show how the depth of water chBD&edduring the day.
2
p.m. 4 p.m. 6 p.m. E � ... � � � <... 0 .c 08 9
10
1 112
2
4 5 67 8
Time*
Use the graph to predict the water level at each of these times :a.m . .. . .... . . . ... . .
;
1 1
a.m . . . ; 3 p.m . .... . .. .. . .. . . . ,7
p.m.No . 3 f rom De V it o and K�ockove r , "Cr e a t ive Sc i enc ing" . Teac h e r i s
to o b s e rve for the s e behav i o u r s .
-- using evidence to justify their conclusions:
-predicting the outcome of untried experiments;
- justifying their predictions in tPrms of past cxperiencP.;
- changing their ideas in response !o e\ idence or lo�icl l reason-.;
- pointing out contradictions i n reports b y their cb,;sma tes :
- inve>- tigating the effects of selected variablf>S;
- in terpreti n g oh.-.erv.'lticms in terrn-. of the :�mount of energy trans· fern'd.
H Ol.J ' S MY P R OG RAMM E G O I NG ? : C ONT I NU E D
No . 4 from Gron lund , "Measuremen t and Eva l u a t ion i n Teach ing" , 2nd Ed . ,
p . 4 1 2 .
Clau 4th Grade
Da ..
INCIDENT
Pupil Bill J<,l,nson
P l ace C l assroom ObseNer M. G •
As c:lass was abovt ta start, Bill <Y..ked if h� could ntod o po..,. le the c:lou-
one he had written himself-..bout "\f>ring . " He read the pcem in o low voic:e,
c:onstently looked down at the paper, moved his right foot boc:k and forl+t, and
pulled on his shirt col lar. When he finished, Joc:k (in the boc:k rt�w) said " I
couldn't hear it. Will you read i t ogoin- louder?" B i l l said "no" end sot down.
INTERP RETATION
Bill • joys writin; stories end p()ems end they reflect considerable creative abi l i ty . Ho-ver, he seems very shy and nervo�n in petforming before o group.
His musol to read the poem o;oin seemed to be due to his nervouS'\eu.
Fi�re 16.1. Anecc.lotilll record form.
Th i s l as t examp l e i l lus t r a t e s a technique cal l ed "keeping anecdo tal records" . Gron l und prov i de s the fo l lowing adv i c e for anyone p l anning to u s e anecdo tal r ecords • . •
The problem in using anecdotal records is not so much what can be evaluated, but rather what should he enluatcd, with this method. It is
obvious that we cannot observe and report on all aspects of pupil be
havior, no matter how useful such records might be. Thus, the time-con
suming nature of the task requires that we be sclectit;e in our observations.
Deciding What Bchaviors to Observe and Record
In )!:Cneral, our objecti\'CS and desin·d outcomes will guide us in de
t<'rmining what behaviors are most worth noting. In addition, we must also
be alNt to those unusual and c:-tccptional inddents which contribute to a
hctta understanding of each pupil's unique p:1ttem of hchavior. \Vithin
this gt·neral framework. there arc sc\'eral steps we can take to limit and control our observations so that a realistic system of recording can be developed. ThPy arc:
1. Confining our observations to those areas of behavior that cannot be evaluatt>d by other means.
2. Limiting o m ohsl'r\'ations nf a 11 pupils at any given time to just a few typrs of hchavior.
3. R(•stricting tl.e u�<' of l'xtcmivt· ohs· ·n·at:ons of behlnor to those few p11pils who are mo�t in neeJ of speL·i�d lu·lp.
H OW ' S MY PROGRA�� E GOI NG ? : CONTI NUED
4 5 1
No . 5 p e e r s . 1 9 6 2 . )
f rom Gron l und , p . 4 3 9 . The pupi l s answer the s e que s t i ons abo u t the i r (Or i g ina l source i s To rrance "Gu i d i n g Creative Ta l en t " , Pren t i c e - Ha l l ,
I . Who in your class c:.:>mes up w i th the m:>�t i.lec• ? (Fluency)
2. Who hen the most original or unusual ideas? (Original i ty)
3. If the situatien changed o r if a 10 luticn to o probi�"' wouldn't "'"' k , who i n your class would be the fint t:> f:nd a n"w """'I of rn.:etin::J the problem? (Flexibi l i ty)
<4 . Y.'ho in your elan does tl-.e most inventin; .T�d devc!·..oping o f new ideas, gcdgei'S, and such? (Inventiveness)
S. Who in yow class is best at thinking of oU the details involved in
wortr.ing cut a new idea and thinking of al: the c:onwquenc:es?
(Elaboration)
Figure 17.2. Sample "Guess Who" items for evaluating aspcc� of
No .
6
Th i s one i s cal l ed a check l i s t . Your tu to r s are us ing one in th i s un i t ( basedon the obj ectives.) From Romey W. D .
"Inquiry Techniques
forTeaching
Science" .
Prentice-Hall 1 968.
Student's -s labr c-prepared followo directiOfts plaru aheodMOdifies proudures ond
-.ip�Mnt oppropriately �ales with ... '-dies -.ipment pr ... dy
de"'erous with -.ipiMftl
olaerves carefully
-a effeetively, neatly
records dolo sy.,._icolly
in r>Otebool<
... independent decisi ...
,._ the m80fting <:1
doto frequently
relates to specific probl-
-. of ou.,...,.tiOfts Oftd limitations �es .,.. of references -rail perfor""""ce VIed . , ... "" . 01 •p .. ,.. sure• offered h,....hesis changed ""ini..., t•ted hypothesis
saw relati-hi p be,_n
focts
odMitted mi srolce ond
�:od to correct i t
odMitted ... di:ln't ...
cri�ic1 1ed Jnd evoluoNd
own ....,. �.
SJGY• credit to othen �en
d-�
repeated ....oria. to ...,.,Jidare rewln