Assessing science understanding : a human constructivist view / edited by Joel J. Mintzes, James H. Wandersee, Joseph D. Novak.

Format:

Book

Contributor:

Mintzes, Joel J.

Novak, Joseph D. (Joseph Donald)

Wandersee, James H.

Series:

Educational psychology.

Educational psychology series

Language:

English

Subjects (All):

Constructivism (Education).

Science--Study and teaching.

Science.

Physical Description:

1 online resource (411 p.)

Place of Publication:

Boston : Elsevier, c2005.

Language Note:

English

Summary:

Recent government publications like ""Benchmarks for Scientific Literacy"" and ""Science for all Americans"" have given teachers a mandate for improving science education in America. What we know about how learners construct meaning--particularly in the natural sciences--has undergone a virtual revolution in the past 25 years. Teachers, as well as researchers, are now grappling with how to better teach science, as well as how to assess whether students are learning. Assessing Science Understanding is a companion volume to Teaching Science for Understanding, and explores how to assess whether l

Contents:

Front Cover; Assessin Science Understanding: A Human Constructivist View; Copyright Page; Contents; Contributors; Preface; CHAPTER 1. LEARNING, TEACHING, AND ASSESSMENT: A HUMAN CONSTRUCTIVIST PERSPECTIVE; The Role of Assessment; The Learner; The Teacher; Knowledge and Knowledge Creation; The Social Milieu; A Foreword; References; CHAPTER 2. ASSESSING SCIENCE UNDERSTANDING THROUGH CONCEPT MAPS; Concept Mapping to Portray Shared Meaning and Meaningful Learning; Concept Maps as Assessment Tools

Cases in Point: Assessing Shared Meaning in Specific Disciplines or Content Domains with a View to the Larger WorldSummary and Conclusions; References; CHAPTER 3. ASSESSING SCIENCE UNDERSTANDING: THE EPISTEMOLOGICAL VEE DIAGRAM; Understanding Understanding; Introducing Gowin's V Diagram; V Diagrams in College Biology; Comments and Reflections; The Need for Greater Epistemological Understanding; References; CHAPTER 4. ""WHAT DO YOU MEAN BY THAT?"": USING STRUCTURED INTERVIEWS TO ASSESS SCIENCE UNDERSTANDING; The Need for Qualitative Assessment Tools; What Is a Structured Interview?

Structured Interview TasksConducting Structured Interviews; How to Make Sense of Interview Responses; Issues to Consider in the Use of Structured Interviews; Using Structured Interviews to Inform Teaching; References; CHAPTER 5. DIALOGUE AS DATA: ASSESSING STUDENTS' SCIENTIFIC REASONING WITH INTERACTIVE PROTOCOLS; The Knowledge and Reasoning Connection; Broadening Conceptualizations of Scientific Reasoning; Using Verbal Interactions to Assess Scientific Reasoning; Steps for Assessing Reasoning Through Verbal Interactions in Classroom and Interview Contexts

Challenges, Caveats, and ConclusionsReferences; CHAPTER 6. DESIGNING AN IMAGE-BASED BIOLOGY TEST; What Can an Image-Based Test Reveal about Biology Learning?; What Are the Testing Implications of Paivio's Dual Coding Theory?; What Are Some Salient Principles of Visual Perception and Cognition?; How Can the Student's Attention be Focused on Selected Aspects of the Photographic Image?; When Should a Color Image Be Used Instead of a Monochrome Image?; What Is the Author's Model of Image-Based Biology Test-Item Design?; What Are Some Examples of Model-Based Test Items?

How Can Image-Based Biology Test Results Be Analyzed and Interpreted?References; CHAPTER 7. OBSERVATION RUBRICS IN SCIENCE ASSESSMENT; Observation in the Naturalist Tradition; Agassiz' Biology Teaching Legacy; Science Advances Through Observation; Notable Scientists Who Use Observations as a Basis for Their Work; Pedagogy and the New Standards; Theory-Ladenness of Observation; Teaching the Power of Direct Observation; Complementary Sets of Criteria to Assess the Quality of Observation; Human Vision; Constructing Observation Rubrics; Teaching How to Make Good Observations

Teaching How to Report Observations Well

Notes:

Companion volume to Teaching science for understanding. 1998.

Includes bibliographical references and index.

ISBN:

1-281-46677-8

9786611466770

0-08-057533-1

OCLC:

437213486