Assessments For The Science Process Skills Of Inquiry
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Assessments For The Science Process Skills Of Inquiry
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Author : Karen Ostlund
language : en
Publisher: S & K Assocs
Release Date : 2006
Assessments For The Science Process Skills Of Inquiry written by Karen Ostlund and has been published by S & K Assocs this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006 with Science categories.
The hands-on student performance tasks in this book were developed from Sheryl Mercier and Karen Ostlund efforts to document changes in student learning. Teachers of primary students who use these performance assessments will be able to observe and record information regarding student ability to use science process skills. Repeated use of these performance tasks by a teacher will capture change in a student's science process skill acquisition over time. Our intent was to create assessment tools that would document change in the ability to use the science process skills of inquiry that may be incremental and not easily captured by one administration of a 'paper and pencil' instrument. Finally, the performance task assessments we developed require few changes to the existing science curriculum for a primary teacher or school. That is, we do not want teachers to think that their curriculum must change to address the items on our assessments. Rather, we want teachers using the assessments to decide if the items on our performance tasks caused any changes in student learning.The book contains1.33 developmentally appropriate hand-on performance assessments for the science process skills of inquiry, levels 1,2, and 3.2.Complete instructions and rubrics for assessing the major process skills of inquiry3.Engaging original illustrated student recording sheets for each activity- blackline reproducible masters4.Using hands-on activities, assesses the process skills of: observing, communicating, estimating, measuring, collecting data, classifying, inferring, predicting, making models, interpreting data, making graphs, hypothesizing, defining operationally, controlling variables, and investigating5.Science Investigation templates and award ribbons.
Using Model Tracing To Conduct Performance Assessment Of Students Inquiry Skills Within A Microworld
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Author : Janice D. Gobert
language : en
Publisher:
Release Date : 2011
Using Model Tracing To Conduct Performance Assessment Of Students Inquiry Skills Within A Microworld written by Janice D. Gobert and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with categories.
The National frameworks for science emphasize inquiry skills (NRC, 1996), however, in typical classroom practice, science learning often focuses on rote learning in part because science process skills are difficult to assess (Fadel, Honey, & Pasnick, 2007) and rote knowledge is prioritized on high-stakes tests. Short answer assessments of inquiry have been used (cf., Alonzo & Aschbacher, 2004; Songer, 2006), however, these tend to not align well to current national frameworks (Quellmalz, Kreikemeier, DeBarger, & Haertel, 2007) and it is unclear whether they properly identify inquiry skills (Black, 1999; Pellegrino, 2001). Hands-on performance assessments are more authentic (Baxter and Shavelson 1994; Ruiz-Primo & Shavelson, 1996), however, these are seldom used in schools because of difficulty with reliable administration and the resulting high cost. The Science Assistments project (www.scienceassistments.org) has developed a rigorous, technology-based learning environment that assists and assesses hence, "assistments") middle school students in Earth, Life, and Physical Science so that teachers can assess their students' skills rigorously, frequently, and during instruction--in the context in which they are developing (Mislevy et al, 2002). The authors' program of work represents a significant advance over other programs that utilize pencil and paper assessments because theirs makes use of a state-of-the art logging infrastructure to do web-based tutoring (Razzaq et al, 2005). As a proof of concept for automated assessment of scientific inquiry skills, the authors used model-tracing (Corbett & Anderson, 1995; Koedinger & Corbett, 2006) to develop a cognitive model of science inquiry skills, particularly, the control for variables strategy (Chen & Klahr, 1999) and warranting claims with data. This model provides a rich qualitative, process-oriented scoring of students' inquiry "moves" within a guided scientific inquiry simulation for the domain of state change. They address the validity of this automated approach to performance assessment both quantitatively, in terms of reliability and predictive validity, and qualitatively, in terms of providing rich traces of student inquiry steps and "mis-steps" or haphazard inquiry (Buckley, Gobert et al, 2010). Participants were 78 eighth grade students, ranging in age from 12-14 years, from a public middle school in Central Massachusetts. In this paper the authors have shown that they can use model-tracing as a method of performance assessment for science inquiry skills, an ill-defined domain. This builds upon the extensive work that has been done to date for well-defined domains such as math (Corbett & Anderson, 1995; Koedinger & Corbett, 2006). Additionally: (1) the reliability of their machine-scored measures of inquiry are highly consistent across the 4 Assistment activities or "trials", suggesting that they can reliably capture students' inquiry performance on these rich inquiry tasks, and (2) their measures are moderately correlated with post-test measures of inquiry performance for analogous concepts. Lastly, their data show that model-tracing can detect interesting patterns of student inquiry such as confirmation bias and overcoming confirmation basis. These are important data with respect to demonstrating auto-scoring of rich inquiry behaviors, but are also important, particularly the former, in terms of its implications for adaptive scaffolding of student inquiry, such as that being done by the Science Assistments group (www.scienceassistments.org; Gobert et al, 2007, 2009). This work makes contribution to theoretical understanding of scientific inquiry, to its assessment, and to technical methods to auto-score inquiry. This represents an advance in this area since to date there has been difficulty in separating inquiry from the domain-specific context in which it was learned (Mislevy et al., 2002; Gobert, Pallant, & Daniels, 2010), and difficulty measuring inquiry skills due to their complexity and the amount of data required for reliable measurement (Shavelson et al, 1999). (Contains 1 table.).
Assessment Of Students Levels Of Science Process Skills And The Effectiveness Of Inquiry Based Approach As The Main Features Of The Current Competence Based Curriculum In Tanzania
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Author : Jamal Jumanne Athuman
language : en
Publisher:
Release Date : 2017
Assessment Of Students Levels Of Science Process Skills And The Effectiveness Of Inquiry Based Approach As The Main Features Of The Current Competence Based Curriculum In Tanzania written by Jamal Jumanne Athuman and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017 with categories.
Inquiry Into The Singapore Science Classroom
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Author : Aik-Ling Tan
language : en
Publisher: Springer
Release Date : 2014-05-19
Inquiry Into The Singapore Science Classroom written by Aik-Ling Tan and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-05-19 with Science categories.
This book offers an insight into the research and practices of science teaching and learning in the Singapore classroom, with particular attention paid to how they map on to science as inquiry. It provides a spectrum of Singapore’s science educational practices through all levels of its education system, detailing both successes and shortcomings. The book features a collection of research and discourse by science educators in Singapore, organized around four themes that are essential components of approaching science as inquiry: teachers’ ideas and their practices, opportunities and constraints from a systemic level, students’ competencies and readiness to learn through inquiry and the need for greater awareness of the role of informal learning avenues in science education. In addition, the discourse within each theme is enriched by commentary from a leading international academic, which helps to consolidate ideas as well as position the issues within a wider theoretical and international context. Overall, the papers set out important contexts for readers to understand the current state of science education in Singapore. They also highlight strengths and gaps in practices of science as inquiry as well as provide suggestions about how the system can be improved. These research findings are therefore helpful as they provide honest and evidence-based feedback as well as tangible and doable ideas that policy makers, teachers, students and school administrators can adopt, adapt and enhance.
Teaching Science For All Children
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Author :
language : en
Publisher: Allyn & Bacon
Release Date : 2005
Teaching Science For All Children written by and has been published by Allyn & Bacon this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005 with Education categories.
This compact, paperback volume provides preservice teachers with STRATEGIES AND METHODS of teaching science in the K-8 classroom using Inquiry. The authors integrate the NSE standards, constructivism, and technology, into their popular "E" approach to teaching. Exploration, Explanation, Expansion, and Evaluation make up the 4 "E's" of the learning cycle model first invented by Robert Karplus as part of the Science Curriculum Improvement Study in the 1960s. Teaching Science for All Children: Inquiry Methods for Constructing Understanding provides methods for future teachers to foster awareness among their students of the nature of science; to implement skills in the classroom using science inquiry processes; and to develop in their students an understanding of the interactions among science, technology, and society.
Inquiry
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Author :
language : en
Publisher:
Release Date : 1999
Inquiry written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1999 with Education, Elementary categories.
Teaching Science Process Skills
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Author : Jill Bailer
language : en
Publisher:
Release Date : 2006
Teaching Science Process Skills written by Jill Bailer and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006 with Education categories.
Your students will be engaged with these high-interest inquiry-based experiments that will help develop important science process skills such as observing, hypothesizing, predicting, inferring, and investigating. Teacher notes are included for every activity as well as forms and guidelines for independent lab investigations. This invaluable book for middle school students hones in on skills necessary for achieving desired results on standardized tests and Project 2061 science initiatives. Excite your students and your science curriculum withTeaching Science Process Skills.
Scientific Inquiry And Nature Of Science
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Author : Lawrence Flick
language : en
Publisher: Springer Science & Business Media
Release Date : 2007-10-23
Scientific Inquiry And Nature Of Science written by Lawrence Flick and has been published by Springer Science & Business Media this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007-10-23 with Science categories.
This book synthesizes current literature and research on scientific inquiry and the nature of science in K-12 instruction. Its presentation of the distinctions and overlaps of inquiry and nature of science as instructional outcomes are unique in contemporary literature. Researchers and teachers will find the text interesting as it carefully explores the subtleties and challenges of designing curriculum and instruction for integrating inquiry and nature of science.
Inquiry And The National Science Education Standards
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Author : National Research Council
language : en
Publisher: National Academies Press
Release Date : 2000-05-03
Inquiry And The National Science Education Standards written by National Research Council and has been published by National Academies Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2000-05-03 with Education categories.
Humans, especially children, are naturally curious. Yet, people often balk at the thought of learning scienceâ€"the "eyes glazed over" syndrome. Teachers may find teaching science a major challenge in an era when science ranges from the hardly imaginable quark to the distant, blazing quasar. Inquiry and the National Science Education Standards is the book that educators have been waiting forâ€"a practical guide to teaching inquiry and teaching through inquiry, as recommended by the National Science Education Standards. This will be an important resource for educators who must help school boards, parents, and teachers understand "why we can't teach the way we used to." "Inquiry" refers to the diverse ways in which scientists study the natural world and in which students grasp science knowledge and the methods by which that knowledge is produced. This book explains and illustrates how inquiry helps students learn science content, master how to do science, and understand the nature of science. This book explores the dimensions of teaching and learning science as inquiry for K-12 students across a range of science topics. Detailed examples help clarify when teachers should use the inquiry-based approach and how much structure, guidance, and coaching they should provide. The book dispels myths that may have discouraged educators from the inquiry-based approach and illuminates the subtle interplay between concepts, processes, and science as it is experienced in the classroom. Inquiry and the National Science Education Standards shows how to bring the standards to life, with features such as classroom vignettes exploring different kinds of inquiries for elementary, middle, and high school and Frequently Asked Questions for teachers, responding to common concerns such as obtaining teaching supplies. Turning to assessment, the committee discusses why assessment is important, looks at existing schemes and formats, and addresses how to involve students in assessing their own learning achievements. In addition, this book discusses administrative assistance, communication with parents, appropriate teacher evaluation, and other avenues to promoting and supporting this new teaching paradigm.
Assessment In Science
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Author : D.P. Shepardson
language : en
Publisher: Springer Science & Business Media
Release Date : 2011-06-27
Assessment In Science written by D.P. Shepardson and has been published by Springer Science & Business Media this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011-06-27 with Science categories.
Assessment in Science combines professional development and classroom practice in a single volume. The pragmatic nature of the book makes it a valuable resource for administrators and staff developers interested in designing professional development programs, and for science teachers looking for techniques and examples of classroom-based assessments. Unique features of Assessment in Science include: 1) practical strategies and tools for implementing successful professional development programs in science assessment, 2) teacher stories and case studies about classroom-based assessment practice and how these teachers changed their assessment practice, 3) examples of classroom-based assessments and scoring guides, 4) samples of student work with teacher commentary, and 5) examples of how the national reform documents in science education served as tools in professional development programs and in designing classroom-based assessments. Assessment in Science expands the existing literature on science assessment by sharing a model for professional development, and examples of teacher-developed assessments with accompanying student work and teacher commentary. Chapters written by science teachers tell how they assess students and how they have changed their assessment practice, as well as how changing assessment practice has resulted in a change in their science instruction. Assessment in Science is targeted at practising professionals in science education: administrators, staff developers, science teachers, and university science educators. Assessment in Science has applicability to graduate-level courses in science education and in-service courses for science teachers. The teacher chapters are also appropriate for use in undergraduate science methods courses to illustrate classroom-based assessments.
