Abstract Book of the 8th International Conference on Advanced Research in Education
Year: 2025
DOI:
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A Decade-Long Study of Science Teaching Methods: Implementing Structured Experimental Reports with Dual-Rubric Evaluation in Secondary Education
Tokushi Haneda
ABSTRACT:
This study presents a systematic approach to enhancing scientific thinking and writing skills among secondary school students aged 13–15, implemented across Japanese and British educational settings over a decade. The study encompasses data from multiple cohorts, including detailed analysis of 144 eighth-grade students and comparative groups of 126 and 141 students. The methodology centres on Free-Fill-in Experiment Observation Sheets—A3-sized structured documents guiding students through scientific inquiry: Purpose, Prediction, Method, Result, Discussion, and Self-Evaluation. These sheets are utilized across all grade levels, with, for instance, one year seeing first-year secondary students completing fourteen experiments, second-year seventeen, and third-year twelve. The practice employs a comprehensive dual-rubric system: a five-step rubric for teacher evaluations ensuring consistent assessment across multiple instructors, and a student rubric presented before experiments to clarify learning objectives and foster independent thinking. Results demonstrate significant improvements in both quantity and quality of scientific writing, with 40% of experienced students providing insights beyond textbook explanations, compared to less than 10% in control groups. A correlation coefficient of 0.68 between experimental sheet performance and end-of-term test scores suggests the method’s academic impact. While the evaluation process (approximately one hour per class of 36 students) presents a significant time investment, the study explores various optimization strategies, including temporary adoption of a four-level rubric system, and suggests potential AI integration for sustainable implementation. Student feedback (n=144) showed high satisfaction rates, with evaluation criteria clarity scoring 4.7 out of 5, demonstrating the effectiveness of transparent assessment standards in promoting student engagement and scientific literacy.
keywords: experimental documentation, formative assessment, rubric evaluation, science education, science writing, secondary education, student assessment, student self-evaluation