Assessing Scence Undersanding A Human Constructivist View
Buku ini diterbitkan Tahun 2005 oleh Elsevier Inc. All rights reserved. adalah buku edisi Kedua.
Judul: Assessing Scence Undersanding A Human Constructivist View
Oleh: Joel J, Mintzes, et al (Editor)
Penerbit: Elsevier Inc. All rights reserved.
Tahun: 2005
Jumlah Halaman: 411 hal.
Editor:
Joel J, Mintzes
Department of Biological Sciences
University of North Carolina at Wilmington
and Department of Math, Science,
and Technical Education
North Carolina State University
James H, Wandersee
Graduate Studies in Curriculum
and Instruction
Louisiana State University
Baton Rouge, Louisiana
Joseph D. Novak
Department of Education
Cornell University
Ithaca, New York
Lingkup Pembahasan:
Buku ini, menyajikan teoritis, empiris, dan panduan praktis untuk guru sains reflektif yang berkomitmen untuk mempersiapkan warga ilmiah melek teknologi dan bertanggung jawab dalam dua puluh ~ abad pertama. Dalam menulis dan mengedit buku-buku ini kita telah termotivasi oleh keyakinan taat bahwa keberhasilan di abad baru akan menuntut cara substansial baru pengajaran, pembelajaran, dan menilai kemajuan siswa dalam pendidikan sains.
Buku ini memandang penilaian sebagai unsur penting kelima di bidang pendidikan, bersama dengan guru, pelajar, kurikulum, dan lingkungan sosial. Seperti kita melihatnya, praktek penilaian yang buruk di sekolah-sekolah dasar dan menengah (dan di perguruan tinggi dan universitas) yang jelas di antara hambatan paling signifikan untuk memahami perubahan konseptual.
Buku ini menyajikan satu set alat baru heuristik yang kuat untuk Menilai Pemahaman Sains yang telah digunakan secara luas di sekolah dasar dan menengah dan di perguruan tinggi dan universitas di seluruh dunia. Pengembangan alat ini telah dipandu sebagian besar oleh pandangan pembelajaran, menciptakan, dan menggunakan pengetahuan yang kita sebut konstruktivisme manusia.
Daftar Isi:
Contributors xvii
Preface xJx
1. LEARNING, TEACHING, AND ASSESSMENT: A HUMAN CONSTRUCTIVIST
PERSPECTIVE
Joseph D. Novak, Joel J. Mintzes, and James H. Wandersee
The Role of Assessment 1
The Learner 2
The Teacher 7
Knowledge and Knowledge Creation 8
The Social Milieu 11
A Foreword 13
References 13
2. ASSESSING SCIENCE UNDERSTANDING THROUGH CONCEPT MAPS
Katherine M. Edmondson
Concept Mapping to Portray Shared Meaning and Meaningful Learning 19
Concept Maps as Assessment Tools 22
Cases in Point: Assessing Shared Meaning in Specific Disciplines or Content Domains with
a View to the Larger World 30
Summary and Conclusions 35
References 36
3. ASSESSING SCIENCE UNDERSTANDING: THE EPISTEMOLOGICAL VEE
DIAGRAM
Joel J. Mintzes and Joseph D. Novak
Understanding Understanding 42
Introducing Gowin's V Diagram 47
V Diagrams in College Biology 54
Comments and Reflections 60
The Need for Greater Epistemological Understanding 66
References 68
4. "WHAT DO YOU MEAN BY THAT?": USING STRUCTURED INTERVIEWS TO
ASSESS SCIENCE UNDERSTANDING
Sherry A. Southerland, Mike U. Smith, and Catherine L. Cummins
The Need for Qualitative Assessment Tools 72
What Is a Structured Interview? 73
Structured Interview Tasks 73
Conducting Structured Interviews 84
Practicalities of Preparation 84
How to Make Sense of Interview Responses 89
Issues to Consider in the Use of Structured Interviews 90Structured Interviews to
InTeaching Using Structured Interviews to Inform Teaching 91
References 92
5. DIALOGUE AS DATA: ASSESSING STUDENTS' SCIENTIFIC REASONING WITH
INTERACTIVE PROTOCOLS
Kathleen Hogan and JoEllen Fisherkeller
The Knowledge and Reasoning Connection 96
Broadening Conceptualizations of Scientific Reasoning 97
Using Verbal Interactions to Assess Scientific Reasoning 100
Steps for Assessing Reasoning Through Verbal Interactions in Classroom and Interview
Contexts 102
Step 1: Determine a Purpose and Approach 102
Step 2: Establish and Communicate Standards for Reasoning 104
Step 3: Choose Interactive Settings for Assessment 106
Step 4: Choose Tasks for Eliciting and Assessing Reasoning 110
Step 5: Collect Data 113
Step 6: Analyze Data 115
Step 7: Give Feedback or Make Claims 122
Challenges, Caveats, and Conclusions 123
References 124
6. DESIGNING AN IMAGE~BASED BIOLOGY TEST
James H. Wandersee
What Can an Image-Based Test Reveal about Biology Learning? 131
What Are the Testing Implications of Paivio's Dual Coding Theory? 132
What Are Some Salient Principles of Visual Perception and Cognition? 133
How Can the Student's Attention be Focused on Selected Aspects of the Photographic
Image? 135
When Should a Color Image Be Used Instead of a Monochrome Image? 135
What Is the Author's Model of Image-Based Biology Test-ltem Design? 136
What Are Some Examples of Model-Based Test Items? 138
How Can Image-Based Biology Test Results Be Analyzed and Interpreted? 138
References 142
7. OBSERVATION RUBRICS IN SCIENCE ASSESSMENT
John E. Trowbridge and James H. Wandersee
Observation in the Naturalist Tradition 147
Agassiz' Biology Teaching Legacy 147
Science Advances Through Observation 149
Notable Scientists Who Use Observations as a Basis for Their Work 150
Pedagogy and the New Standards 152
Theory-Ladenness of Observation 154
Teaching the Power of Direct Observation 154
Complementary Sets of Criteria to Assess the Quality of Observation 154
Human Vision 157
Constructing Observation Rubrics 158
Teaching How to Make Good Observations 161
Teaching How to Report Observations Well 163
Teaching How to Assess Observations Well 163
Conclusion 164
References 165
8. PORTFOLIOS IN SCIENCE ASSESSMENT: A KNOWLEDGE~BASED MODEL FOR
CLASSROOM PRACTICE
Michael R. Vitale and Nancy R. Romance
Portfolios and Assessment in Science 168
Limitations of the Chapter on the Scope of Portfolio Assessment 171
A Cognitive Science Perspective on Knowledge, Learning, and Assessment 172
A Knowledge-Based Portfolio Assessment Model 182
Examples Illustrating the Knowledge-Based Portfolio Assessment Model 189
Implications of the Knowledge-Based Model for Science Teachers and Researchers 193
References 194
9. SOFTWARE AS AN ASSESSMENT TOOL
Kathleen M. Fisher
What Is the SemNet Software? 198
What Is Meaningful Conceptual Understanding in Science? 201
How Can Meaningful Conceptual Understanding Be Assessed? 202
Using SemNet as an Assessment Tool 203
Nature of Relations 204
Generative Assessments with SemNet 204
Strategies for Evaluating Student-Generated Semantic Networks 207
Assessing Knowledge about Details 215
Summary: A Vision for the Future 217
References 219
10. WRITING TO INQUIRE: WRITTEN PRODUCTS AS PERFORMANCE MEASURES
Audrey B. Champagne and Vicky L. Kouba
Definitions, Assumptions, and Perspectives 224
The Learning Environment 229
Discourse in the Science Classroom 232
Writing to Inquire 234
Theoretical Perspective 237
Performance Expectations 239
Strategies for Developing Performance Expectations 240
An Example of the Process of Developing Performance Expectations 241
Conclusions 246
References 246
11. THE RELEVANCE OF MULTIPLE-CHOICE TESTING IN ASSESSING SCIENCE
UNDERSTANDING
Philip M. Sadler
Background Issues 251
Test Construction 257
Pychometric Tools 259
Measuring Conceptual Change 265
Implications 272
References 274
12. NATIONAL AND INTERNATIONAL ASSESSMENT
Pinchas Tamir
Student Assessment 279
National Assessment 281
International Assessment 285
Conclusions 299
References 300
Bibliography 301
13. ON THE PSYCHOMETRICS OF ASSESSING SCIENCE UNDERSTANDING
Richard J. Shavelson and Maria Araceli Ruiz-Primo
Sampling Framework for Evaluating Alternative Science Achievement Tests 304
Psychometric Approaches to Modeling Science Achievement Scores 306
A Sketch of Generalizability Theory 309
Evaluation of Alternative Assessments: Examples and Summary of Findings 317
Concluding Comments 337
References 338
14. CAUTIONARY NOTES ON ASSESSMENT OF UNDERSTANDING SCIENCE
CONCEPTS AND NATURE OF SCIENCE
Ronald G. Good
Defining Understanding: Expert-Novice Studies 344
Assessing Understanding of Science Concepts 346
Assessing Beliefs about Science and Scientists 349
Reasonable Assessment Expectations for Science Teachers 351
References 353
15. EPILOGUE: ON WAYS OF ASSESSING SCIENCE UNDERSTANDING
Joseph D. Novak, Joel J. Mintzes, and James H. Wandersee
Assessing Science Understanding: A Summary of Tools, Techniques, and Ideas 355
Learning, Teaching, and Assessment: A Human Constructivist View 359
Assessing Assessment and Valuing Student Work 366
Windows on the Mind: Concluding Remarks 370
References 373
Index 375
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