1. Assessing inquiry skill as a component of scientific literacy
Author: Carl J.Wenning
Summarized and presented by:
Hagos Aregay
Date 18/01/2011

2. Purpose of the author
The purpose of the author is to develop operationally defined standards that can be used to assess students knowledge and skill associated with scientific inquiry

3. An overview The terms of scientific literacy and inquiry
According to the national education standard (NRC, 1996) Scientifically literate person possess:
science as an inquiry
Science content
Science and technology
Social science in personal and social practice
History and nature of science
Unifying concepts and process

4. Definition of scientific inquiry
Based on the natural science education standard, “Scientific inquiry refers the diverse way in which scientist study the natural world and proposed explanation based on the evidence derived from their work. Inquiry also refers to the activity of students in which they develop knowledge and understanding of scientific idea, as well as an understanding of how scientist study the natural world” (NRC,1996, p.23)

5. Operational definition and a frame work for teaching Scientific Inquiry Skill
Inquiry- base learning is a dynamic process: formulation, testing, reinforcement, revision or rejection of metal model takes place.
Thus, the Author provides a list of operationally defined standard that suit for inquiry learning ( design for high school) Reference 1.doc

6. Cont. More over, the author specify the levels of inquiry spectrum as:
The inquiry level differ one from another:
locus of control of teacher decreases from right to left
Intellectual sophistication increases from right to left
Discovery learning
Interactive demonstration
Inquiry lesson
Guided inquiry labs
Bounded inquiry labs
Free inquiry labs
Pure/applied hypothetical inquiry
Low Intellectual sophistication High
Teacher Locus of control student

7. Question/problem source procedure
Discovery
Teacher identifies problem to be researched
guided by teacher to reach a certain conclusion
Interactive demonstration
Teacher control the instrument, but with elegant probe of students’ prior knowledge
Inquiry lesson
Guided inquiry
Guided by multiple teacher-identified question extensive pre-lab orientation
Bounded inquiry
Guided by single teacher-identified question partial pre-lab orientation
Free inquiry
students identify problem to be researched
Guided by single student-identified question no pre-lab orientation
Reference: Author is same: Carl J. Wenning, (2004)

8. Scientific Inquiry literacy test (ScInqLiT)
The proposed frame work is reviewed by several physics teacher, scientist, educators and provided reasonable assurance of content validity.
pilot test was administered.
Based on the result obtained adjustment was made.
Then, it was expected the finalized version has increased validity & reliability

9. Limitation:
The scientific inquiry literacy test is a paper and pencil test. As such, it is limited to authentically assess student ability.
Actually , it can be considered as an indicator
The author call for further research to accommodate students’ actual performance

10. Importance
If the goal of scientific education is to attain scientific literacy, some mechanism is important to deal with i.e ( ScInqLiT).
Thus, the a scientific literacy assessment instrument has a great impact in curriculum design, development and instructional practice, informed decision making and program evaluation

11. Conclusion The whole purpose of the article is that:
Identifying weakness in students understanding
Improving instructional practice
Determining program effectiveness in relation to teaching scientific inquiry skill.

12. Cont.
Thank you