The purpose of this study was to develop a grid, Class Design Matrix as a tool for elementary school science class lesson creation. The row contains the evaluation categories of science literacy, i.e., comparison, identification of factors, control of variables, and inference. The column contains the stages of science classes, i.e., identifying problems, making hypotheses, conducting experiments or observing, discussing the results / findings, and drawing conclusions. We constructed four levels of evaluation criterions for each cell of the matrix. Twenty elementary school teachers were divided into two groups: the matrix group and the nonmatrix group. All teachers made teaching plans twice and predicted the children’s responses. Teachers in both groups made the first teaching plan without the matrix, but the teachers in the matrix group were provided with the matrix for their second attempt while the teachers in non-matrix group were not provided with the matrix. The results indicated that significantly higher number of children’s responses was predicted for the matrix group’s second attempt. Furthermore, the number of predictions for children’s responses in the matrix group increased in the second attempt for all but one phases of science class: i.e., except with the problem posing phase. These results were interpreted as clear evidence of Class Design Matrix as a useful tool for elementary school teachers making elaborative teaching plans.
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