<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vivien  M. Chabalengula</style></author><author><style face="normal" font="default" size="100%">Frackson Mumba</style></author><author><style face="normal" font="default" size="100%">William Hunter</style></author><author><style face="normal" font="default" size="100%">Erin Wilson</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A MODEL FOR ASSESSING STUDENTS’ SCIENCE PROCESS SKILLS DURING SCIENCE LAB WORK</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">assessment</style></keyword><keyword><style  face="normal" font="default" size="100%">process skills</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392408154.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">11</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The assessment of students’ manipulation skills is often neglected by teachers. This trend can be partially attributed to traditional assessment practices which focus upon what the student writes in a lab report rather than the student’s physical performance during the lab activity. Therefore, this article reports on the processes which were undertaken when designing the Performance-Based Lab Assessment Technique (PBLAT). The PBLAT can be used to assess the process skill of manipulation of equipment/materials in biology (i.e. assembling, measuring, and experimenting) as the students conduct science lab activities in high schools and colleges/universities. The PBLAT is not limited to biology lab situations as it can be adapted to other sciences.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">28-36</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Frackson Mumba</style></author><author><style face="normal" font="default" size="100%">Vivien  M. Chabalengula</style></author><author><style face="normal" font="default" size="100%">Erin Wilson</style></author><author><style face="normal" font="default" size="100%">Jeffrey  Carver</style></author><author><style face="normal" font="default" size="100%">William Hunter</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RESIDENT SCIENTISTS’ CONCEPTIONS OF SCIENCE TEACHING</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">resident scientist</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392408821.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">11</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study explored the conceptions of science teaching held by Resident Scientists who were providing content and pedagogical support to teachers in schools through the National Science Foundation (NSF) GK-12 project in USA. Their conceptions of teaching were compared with those held by teachers and the appropriate conceptions of science teaching reported in previous studies. A sample comprised nine Resident scientists from three science disciplines: biology, chemistry and physics. All the Resident Scientists were training to be scientists and not to be certified as teachers. Data was collected through a questionnaire and semi-structured interview. Data were analyzed by first coding the responses to identify recurring themes and categories. Five conceptions of science teaching emerged: Facilitative process, Conceptual and skill development, Ability and attitude development, Dynamic interactive process, and Content knowledge delivery process. Most conceptions of science teaching held by the Resident Scientists were similar to those held by teachers reported in previous studies. They also had elements for appropriate conceptions of science teaching. However, some Resident Scientists’ views on teaching supported the knowledge transmission instructional mode. The findings have implications for teacher education, science teaching and learning, and the National Science Foundation (NSF) GK-12 program. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">129-138</style></section></record></records></xml>