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Assessing science understanding : a human constructivist view

作者: Joel J Mintzes; James H Wandersee; Joseph D Novak
出版商: San Diego : Academic Press, 2000.
叢書: Educational psychology.
版本/格式:   電子書 : 文獻 : 英語所有版本和格式的總覽
資料庫:WorldCat
提要:
Recent government publications such as 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  再讀一些...
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詳細書目

類型/形式: Llibres electrònics
資料類型: 文獻, 網際網路資源
文件類型: 網路資源, 電腦資料
所有的作者/貢獻者: Joel J Mintzes; James H Wandersee; Joseph D Novak
ISBN: 9780124983656 0124983650
OCLC系統控制編碼: 804744472
注意: Companion volume to Teaching science for understanding. 1998.
Descripció feta a partir del volum imprès.
描述: 1 online resource (1 recurs electrònic (xxii, 386 p.)) ill.
内容: J. Mintzes and J.H. Wandersee, Learning, Teaching, and Assessment: A Human Constructivist Perspective. --
K.M. Edmondson, Assessing Science Understanding Through Concept Maps. --
J.J. Mintzes and J.D. Novak, Assessing Science Understanding: The Epistemological V Diagram. --
S.A. Southerland, M.U. Smith, and C.L. Cummins, "What Do You Mean by That?": Using Structured Interviews to Assess Science Understanding. --
K. Hogan and J. Fisherkeller, Dialogue as Data: Assessing Students' Scientific Reasoning with Interactive Protocols. --
J.H. Wandersee, Designing an Image-Based Biology Test. --
E. Trowbridge and J.H. Wandersee, Observation Rubrics in Science Assessment. --
M.R. Vitale and N.R. Romance, Portfolios in Science Assessment: A Knowledge-Based Model for Classroom Practice. --
K.M. Fisher, SemNet<sup>R</sup> Software as an Assessment Tool. --
A.B. Champagne and V.L. Kouba, Writing to Inquire: Written Products as Performance Measures. --
P.M. Sadler, The Relevance of Multiple-Choice Testing in Assessing Science Understanding. --
P. Tamir, National and International Assessment. --
R.J. Shavelson and M.A. Ruiz-Primo, On the Psychometrics of Assessing Science Understanding. --
R.G. Good, Cautionary Notes on Assessment of Understanding Science Concepts and Nature of Science. --
J.J. Mintzes, J.H. Wandersee, and J.D. Novak, Epilogue: On Ways of Assessing Science Understanding. --
Subject Index. Learning, teaching, and assessment : a human constructivist perspective / Joseph D. Novak, Joel J. Mintzes, and James H. Wandersee --
Assessing science understanding through concept maps / Katherine M. Edmondson --
Assessing science understanding : the epistemological vee diagram / Joel J. Mintzes and Joseph D. Novak --
"What do you mean by that?" : using structured interviews to assess science understanding / Sherry A. Southerland, Mike U. Smith, and Catherine L. Cummins --
Dialogue as data : assessing students' scientific reasoning with interactive protocols / Kathleen Hogan and JoEllen Fisherkeller. Designing an image-based biology test / James H. Wandersee --
Observation rubrics in science assessment / John E. Trowbridge and James H. Wandersee --
Portfolios in science assessment : a knowledge-based model for classroom practice / Michael R. Vitale and Nancy R. Romance --
SemNet software as an assessment tool / Kathleen M. Fisher --
Writing to inquire : written products as performance measures / Audrey B. Champagne and Vicky L. Kouba --
Relevance of multiple-choice testing in assessing science understanding / Philip M. Sadler --
National and international assessment / Pinchas Tamir --
On the psychometrics of assessing science understanding / Richard J. Shavelson and Maria Araceli Ruiz-Primo --
Cautionary notes on assessment of understanding science concepts and nature of science / Ronald G. Good --
Epilogue : on ways of assessing science understanding / Joseph D. Novak, Joel J. Mintzes, and James H. Wandersee.
叢書名: Educational psychology.
責任: edited by Joel J. Mintzes, James H. Wandersee, Joseph D. Novak.

摘要:

Recent government publications such as 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.

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