Mintzes / Wandersee / Novak Assessing Science Understanding

A Human Constructivist View
1. Auflage 2005
ISBN: 978-0-08-057533-9
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 407 Seiten, Web PDF

Reihe: Educational Psychology

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 learning has taken place. The book discusses a range of promising new and practical tools for assessment including concept maps, vee diagrams, clinical interviews, problem sets, performance-based assessments, computer-based methods, visual and observational testing, portfolios, explanatory models, and national examinations.

Autoren/Hrsg.

Mintzes, Joel J.

Wandersee, James H.

Novak, Joseph D.

Inhaltsverzeichnis

1;Front Cover;1
2;Assessin Science Understanding: A Human Constructivist View;4
3;Copyright Page;5
4;Contents;8
5;Contributors;18
6;Preface;20
7;CHAPTER 1. LEARNING, TEACHING, AND ASSESSMENT: A HUMAN CONSTRUCTIVIST PERSPECTIVE;26
7.1;The Role of Assessment;26
7.2;The Learner;27
7.3;The Teacher;32
7.4;Knowledge and Knowledge Creation;33
7.5;The Social Milieu;36
7.6;A Foreword;38
7.7;References;38
8;CHAPTER 2. ASSESSING SCIENCE UNDERSTANDING THROUGH CONCEPT MAPS;40
8.1;Concept Mapping to Portray Shared Meaning and Meaningful Learning;44
8.2;Concept Maps as Assessment Tools;47
8.3;Cases in Point: Assessing Shared Meaning in Specific Disciplines or Content Domains with a View to the Larger World;55
8.4;Summary and Conclusions;60
8.5;References;61
9;CHAPTER 3. ASSESSING SCIENCE UNDERSTANDING: THE EPISTEMOLOGICAL VEE DIAGRAM;66
9.1;Understanding Understanding;67
9.2;Introducing Gowin's V Diagram;72
9.3;V Diagrams in College Biology;79
9.4;Comments and Reflections;85
9.5;The Need for Greater Epistemological Understanding;91
9.6;References;93
10;CHAPTER 4. "WHAT DO YOU MEAN BY THAT?": USING STRUCTURED INTERVIEWS TO ASSESS SCIENCE UNDERSTANDING;96
10.1;The Need for Qualitative Assessment Tools;97
10.2;What Is a Structured Interview?;98
10.3;Structured Interview Tasks;98
10.4;Conducting Structured Interviews;109
10.5;How to Make Sense of Interview Responses;114
10.6;Issues to Consider in the Use of Structured Interviews;115
10.7;Using Structured Interviews to Inform Teaching;116
10.8;References;117
11;CHAPTER 5. DIALOGUE AS DATA: ASSESSING STUDENTS' SCIENTIFIC REASONING WITH INTERACTIVE PROTOCOLS;120
11.1;The Knowledge and Reasoning Connection;121
11.2;Broadening Conceptualizations of Scientific Reasoning;122
11.3;Using Verbal Interactions to Assess Scientific Reasoning;125
11.4;Steps for Assessing Reasoning Through Verbal Interactions in Classroom and Interview Contexts;127
11.5;Challenges, Caveats, and Conclusions;148
11.6;References;149
12;CHAPTER 6. DESIGNING AN IMAGE-BASED BIOLOGY TEST;154
12.1;What Can an Image-Based Test Reveal about Biology Learning?;156
12.2;What Are the Testing Implications of Paivio's Dual Coding Theory?;157
12.3;What Are Some Salient Principles of Visual Perception and Cognition?;158
12.4;How Can the Student's Attention be Focused on Selected Aspects of the Photographic Image?;160
12.5;When Should a Color Image Be Used Instead of a Monochrome Image?;160
12.6;What Is the Author's Model of Image-Based Biology Test-Item Design?;161
12.7;What Are Some Examples of Model-Based Test Items?;163
12.8;How Can Image-Based Biology Test Results Be Analyzed and Interpreted?;163
12.9;References;167
13;CHAPTER 7. OBSERVATION RUBRICS IN SCIENCE ASSESSMENT;170
13.1;Observation in the Naturalist Tradition;172
13.2;Agassiz' Biology Teaching Legacy;172
13.3;Science Advances Through Observation;174
13.4;Notable Scientists Who Use Observations as a Basis for Their Work;175
13.5;Pedagogy and the New Standards;177
13.6;Theory-Ladenness of Observation;179
13.7;Teaching the Power of Direct Observation;179
13.8;Complementary Sets of Criteria to Assess the Quality of Observation;179
13.9;Human Vision;182
13.10;Constructing Observation Rubrics;183
13.11;Teaching How to Make Good Observations;186
13.12;Teaching How to Report Observations Well;188
13.13;Teaching How to Assess Observations Well;188
13.14;Conclusion;189
13.15;References;190
14;CHAPTER 8. PORTFOLIOS IN SCIENCE ASSESSMENT: A KNOWLEDGE-BASED MODEL FOR CLASSROOM PRACTICE;192
14.1;Portfolios and Assessment in Science;193
14.2;Limitations of the Chapter on the Scope of Portfolio Assessment;196
14.3;A Cognitive Science Perspective on Knowledge, Learning, and Assessment;197
14.4;A Knowledge-Based Portfolio Assessment Model;207
14.5;Examples Illustrating the Knowledge-Based Portfolio Assessment Model;214
14.6;Implications of the Knowledge-Based Model for Science Teachers and Researchers;218
14.7;References;219
15;CHAPTER 9. SemNet SOFTWARE AS AN ASSESSMENT TOOL;222
15.1;What Is the SemNet Software?;223
15.2;What Is Meaningful Conceptual Understanding in Science?;226
15.3;How Can Meaningful Conceptual Understanding Be Assessed?;227
15.4;Using SemNet as an Assessment Tool;228
15.5;Nature of Relations;229
15.6;Generative Assessments with SemNet;229
15.7;Strategies for Evaluating Student-Generated Semantic Networks;232
15.8;Incorporating SemNet-Based Assessment into Printed Tests;239
15.9;Summary: A Vision for the Future;242
15.10;References;244
16;CHAPTER 10. WRITING TO INQUIRE: WRITTEN PRODUCTS AS PERFORMANCE MEASURES;248
16.1;Definitions, Assumptions, and Perspectives;249
16.2;The Learning Environment;254
16.3;Discourse in the Science Classroom;257
16.4;Writing to Inquire;259
16.5;Theoretical Perspective;262
16.6;Performance Expectations;264
16.7;Strategies for Developing Performance Expectations;265
16.8;An Example of the Process of Developing Performance Expectations;266
16.9;Conclusions;271
16.10;References;271
17;CHAPTER 11. THE RELEVANCE OF MULTIPLE-CHOICE TESTING IN ASSESSING SCIENCE UNDERSTANDING;274
17.1;Background Issues;276
17.2;Test Construction;282
17.3;Pychometric Tools;285
17.4;Measuring Conceptual Change;290
17.5;Implications;297
17.6;References;299
18;CHAPTER 12. NATIONAL AND INTERNATIONAL ASSESSMENT;304
18.1;Student Assessment;304
18.2;National Assessment;306
18.3;International Assessment;310
18.4;Conclusions;324
18.5;References;325
18.6;Bibliography;326
19;CHAPTER 13. ON THE PSYCHOMETRICS OF ASSESSING SCIENCE UNDERSTANDING;328
19.1;Sampling Framework for Evaluating Alternative Science Achievement Tests;329
19.2;Psychometric Approaches to Modeling Science Achievement Scores;331
19.3;A Sketch of Generalizability Theory;334
19.4;Evaluation of Alternative Assessments: Examples and Summary of Findings;342
19.5;Concluding Comments;362
19.6;References;363
20;CHAPTER 14. CAUTIONARY NOTES ON ASSESSMENT OF UNDERSTANDING SCIENCE CONCEPTS AND NATURE OF SCIENCE;368
20.1;Defining Understanding: Expert–Novice Studies;369
20.2;Assessing Understanding of Science Concepts;371
20.3;Assessing Beliefs about Science and Scientists;374
20.4;Reasonable Assessment Expectations for Science Teachers;376
20.5;References;378
21;CHAPTER 15. EPILOGUE: ON WAYS OF ASSESSING SCIENCE UNDERSTANDING;380
21.1;Assessing Science Understanding: A Summary of Tools, Techniques, and Ideas;380
21.2;Learning, Teaching, and Assessment: A Human Constructivist View;384
21.3;Assessing Assessment and Valuing Student Work;391
21.4;Windows on the Mind: Concluding Remarks;395
21.5;References;398
22;Index;400