Tuesday, April 28, 2015

Assessing Scence Undersanding A Human Constructivist View






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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