Background: With the increased attention on implementing inquiry activities in primary science classrooms, a growing interest has emerged in assessing students’ science skills. Research has been concerned with the limitations and advantages of different test formats to assess students’ science skills. Purpose: This study explores the construction of different instruments for measuring science skills by categorizing items systematically on three subskill levels (science-specific, thinking, metacognition,) and different activities of the empirical cycle.Sample: The study included 128 5th and 6th grade students from seven primary schools in the Netherlands.Design and method: Seven measures were used: a paper-and-pencil test, three performance assessments, two metacognitive self-report tests and a test used as an indication of general cognitive ability.Results: Reliabilities of all tests indicate sufficient internal consistency. Positive correlations between the paper-and-pencil test and performance assessments reinforce that the different tests measure a common core of similar skills thus providing evidence for convergent validity. Results also show that students’ ability in performing scientific inquiry is significantly related to general cognitive ability. No relations are found between the measure of general metacognitive ability and the paper-and-pencil test or the three performance assessments. By contrast the metacognitive self-report test constructed to obtain information about application of metacognitive abilities in performing scientific inquiry, shows significant - although small - correlations with two performance assessments. Further explorations reveal sufficient scale reliabilities on subskill and empirical step level.Conclusions: The present study shows that science skills can be measured reliably by categorizing items on subskill and step level. Additional diagnostic information can be obtained by examining mean scores on both subskill and step level. Such measures are not only suitable for assessing students’ mastery of science skills but can also provide teachers diagnostic information to adapt their instructions and foster the learning process of their students.
In most primary science classes, students are taught science skills by way of learning by doing. Research shows that explicit instruction may be more effective. The aim of this study is to investigate the effects of explicit instruction in an inquiry-based learning setting on the acquisition of science skills for students in primary education. Participants included 705 Dutch 5th and 6th graders. Students were randomly assigned to either an explicit instruction condition including an 8-week intervention of explicit instruction on inquiry skills; an implicit condition in which students were taught by learning by doing; or a baseline condition in which students followed their regular science curriculum. To assess the effects, measurement instruments for evaluating the acquisition of science skills were developed. Results of a multi-level analysis indicated that explicit instruction facilitates development of science skills. Therefore, this study provides a strong argument for including an explicit teaching method for developing science skills in primary science education.
The project aims to improve palliative care in China through the competence development of Chinese teachers, professionals, and students focusing on the horizontal priority of digital transformation.Palliative care (PC) has been recognised as a public health priority, and during recent years, has seen advances in several aspects. However, severe inequities in the access and availability of PC worldwide remain. Annually, approximately 56.8 million people need palliative care, where 25.7% of the care focuses on the last year of person’s life (Connor, 2020).China has set aims for reaching the health care standards of the developed countries by 2030 through the Healthy China Strategy 2030, where one of the improvement areas in health care includes palliative care, thus continuing the previous efforts.The project provides a constructive, holistic, and innovative set of actions aimed at resulting in lasting outcomes and continued development of palliative care education and services. Raising the awareness of all stakeholders on palliative care, including the public, is highly relevant and needed. Evidence based practice guidelines and education are urgently required for both general and specialised palliative care levels, to increase the competencies for health educators, professionals, and students. This is to improve the availability and quality of person-centered palliative care in China. Considering the aging population, increase in various chronic illnesses, the challenging care environment, and the moderate health care resources, competence development and the utilisation of digitalisation in palliative care are paramount in supporting the transition of experts into the palliative care practice environment.General objective of the project is to enhance the competences in palliative care in China through education and training to improve the quality of life for citizens. Project develops the competences of current and future health care professionals in China to transform the palliative care theory and practice to impact the target groups and the society in the long-term. As recognised by the European Association for Palliative Care (EAPC), palliative care competences need to be developed in collaboration. This includes shared willingness to learn from each other to improve the sought outcomes in palliative care (EAPC 2019). Since all individuals have a right to health care, project develops person-centered and culturally sensitive practices taking into consideration ethics and social norms. As concepts around palliative care can focus on physical, psychological, social, or spiritual related illnesses (WHO 2020), project develops innovative pedagogy focusing on evidence-based practice, communication, and competence development utilising digital methods and tools. Concepts of reflection, values and views are in the forefront to improve palliative care for the future. Important aspects in project development include health promotion, digital competences and digital health literacy skills of professionals, patients, and their caregivers. Project objective is tied to the principles of the European Commission’s (EU) Digital Decade that stresses the importance of placing people and their rights in the forefront of the digital transformation, while enhancing solidarity, inclusion, freedom of choice and participation. In addition, concepts of safety, security, empowerment, and the promotion of sustainable actions are valued. (European Commission: Digital targets for 2030).Through the existing collaboration, strategic focus areas of the partners, and the principles of the call, the PalcNet project consortium was formed by the following partners: JAMK University of Applied Sciences (JAMK ), Ramon Llull University (URL), Hanze University of Applied Sciences (HUAS), Beijing Union Medical College Hospital (PUMCH), Guangzhou Health Science College (GHSC), Beihua University (BHU), and Harbin Medical University (HMU). As project develops new knowledge, innovations and practice through capacity building, finalisation of the consortium considered partners development strategy regarding health care, (especially palliative care), ability to create long-term impact, including the focus on enhancing higher education according to the horizontal priority. In addition, partners’ expertise and geographical location was also considered important to facilitate long-term impact of the results.Primary target groups of the project include partner country’s (China) staff members, teachers, researchers, health care professionals and bachelor level students engaging in project implementation. Secondary target groups include those groups who will use the outputs and results and continue in further development in palliative care upon the lifetime of the project.
