共查询到20条相似文献,搜索用时 15 毫秒
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Allan Harvey 《Research in Science Education》1994,24(1):375-375
This paper reports on research into two teachers' views and practices about assessment at the classroom level. Emphasis was
given to practical work and its assessment. Findings suggest it is unhelpful to define practical work as distinct from other
activities in the science classroom. Various methods used for assessing activity within the participant teachers' classrooms
are described. The participant teachers were found to be primarily concerned about issues of ‘fairness’: task validity, reliability
of assessment based on co-operative work and assessment of the affective domain. The place of teacher intuition in assessment
is raised and briefly discussed. Directions for the ongoing research are foreshadowed.
Specializations: science education, technology education, assessment and curriculum development. 相似文献
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Michael Kamen 《科学教学研究杂志》1996,33(8):859-877
This study describes an elementary school teacher's implementation of authentic assessment strategies in her science classes. After completing a graduate elementary science methods course, this teacher decided to make changes that would align her assessment strategies with her hands-on approach to teaching science. She experimented with a variety of assessment strategies and was successful in the use of science logs, performance assessment, creative drama, scrapbooks, and interviews, while rejecting the use of portfolios. Factors that contributed to the successful implementation included administrative support, close contact with parents, collaboration with university faculty, teacher's ownership, and the teacher's flexibility to try a variety of strategies. The teacher's perception of assessment shifted toward an integrated model wherein instruction and assessment occur simultaneously. Her typical reaction after assessing her students changed from disappointment in how they performed on a test to surprise at how much they knew. © 1996 John Wiley & Sons, Inc. 相似文献
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Liu DW 《CBE life sciences education》2012,11(2):129-134
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Cultural Studies of Science Education - This review is on Lilian Pozzer and Wolff-Michael Roth’s “A cultural-historical perspective on the multimodal development of concepts in science... 相似文献
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There is now a significant research literature devoted to reconceptualizing scientific activities, such as modeling, explanation, and argumentation, to realize a vision of science-as-practice in classrooms. As yet, however, not all scientific practices have received equal attention. Planning and Carrying out Investigations is one of the eight scientific practices identified in the Next Generation Science Standards, and there is a long line of research from both psychological and science education traditions that addresses topics about investigation, such as the generation and interpretation of evidence. However, investigation has not been subject to concerted reconceptualization within recent research and instructional design efforts focused on science-as-practice. In this article, we propose a framework that centers the investigation as a key locus for constructing alignments among phenomena, data, and explanatory models and makes visible the work that scientists engage in as they develop and stabilize alignments. We argue that these alignments are currently under-theorized and under-utilized in instructional environments. We explore four opportunities that we argue are both accessible to students from a young age and can support conceptual innovation. These are (a) developing empirical systems, (b) getting a grip on empirical systems, (c) determining, defining and operationalizing data as “evidence,” and (d) making sense of what the results of empirical systems do and do not help us understand. 相似文献
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David D. Kumar Stanley L. Helgeson Arthur L. White 《Educational technology research and development : ETR & D》1994,42(4):6-16
The emerging interface between computer technology and cognitive psychology for performance assessment in science education
is explored. Cognitive theories of learning offer promises to transform computer technology from a test administration tool
into a process assessment tool, and computer technology offers a medium for studying the cognitive processes of learning.
Interface theories and interface technologies are briefly discussed. The technology-psychology interface may be a base for
building an alternative assessment technology. Some prototype projects in this line of inquiry are presented. As in any other
novel approaches to testing, there are several questions that need to be answered in establishing the role of the technology-psychology
interface in performance assessment. 相似文献
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Elementary students in grade two make sense of science ideas and knowledge through their contextual experiences. Mattis Lundin and Britt Jakobson find in their research that early grade students have sophisticated understandings of human anatomy and physiology. In order to understand what students’ know about human body and various systems, both drawings and spoken responses provide rich evidence of their understanding of the connections between science drawings and verbal explanations. In this forum contribution, we present several theoretical connections between everyday language and science communication and argue that building communication skills in science are essential. We also discuss how young participants should be valued and supported in research. Finally we discuss the need for multimodal research methods when the research participants are young. 相似文献
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Dr Beverley L. Jane 《Research in Science Education》1995,25(2):191-201
This research project exemplifies how technology can facilitate scientific investigations. It also highlights how enthusiastic
children can be when they are encouraged to pose their own questions and take responsibility for finding the answers. Year
5 children, working in groups, were involved in designing, making and appraising catchers and enclosures used to investigate
small animals found within their school's grounds. A videotape of this project was made and should be a valuable resource
for the professional development of both trainee and practising teachers. Included in the tape are children's spontaneous
comments, their concern for animal welfare, and reflection on the various aspects of their investigations.
Syndal South Primary School 相似文献
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Wenli Chen Chee‐Kit Looi 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(4):676-686
A key stimulus of learning efficacy for students in the classroom is active participation and engagement in the learning process. This study examines the nature of teacher–student and student–student discourse when leveraged by an interactive technology—Group Scribbles (GS) in a Primary 5 Science classroom in Singapore which supports rapid collaborative knowledge building (RCKB). We envisaged nine design principles for RCKB in the design of lessons and postulated a logic model that links and explains the effects of our design principles to the ultimate goal of learning efficacy. We presented a case study of a GS lesson which shows that GS affordances leveraged by good lesson and activity design could enable the students to have more epistemic agency. Students had opportunities to participate spontaneously in class discussions by fully expressing their ideas without inhibition. The technology effect is used to support instant formative feedback and interactions among students effectively. 相似文献
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Place‐based science education engages with the laboratories of complex reality where natural processes combine with social practice, going beyond the physical world, to encompass the meanings and sense of attachment local residents feel for places. This brief report describes how a university science methods class in a primary teacher training programme situated scientific understandings in the rich cultural context of the historically rural and socio‐economically disadvantaged area of Galicia in north‐western Spain, where agrarian traditions continue to influence local culture. Focusing on student responses to two assignments, this brief report explores how the preparation of lesson plans related to food and environmental investigation projects served to integrate aspects of the natural, social and cultural environment to foster a critical pedagogy of place. 相似文献
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Linda P. Tugurian 《The Journal of environmental education》2017,48(3):143-153
This qualitative research explores children's environmental identity by describing how fifth grade children view their relationship with the natural world alongside their experience of elementary school science. Qualitative analysis of in-depth interviews with 17 grade 5 children was supported with a survey that included responses to open-ended survey items. Analyses convey that children recognize and describe their own environmental identity, but that identity is often unacknowledged in the science classroom. This lack of acknowledgment may limit connections of school science to children's interests and emotional attachment to the natural world. 相似文献
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