|Type of Product:||e-Book (our e-books are in PDF format and can be viewed on your computer or any compatible reading device) (also see print version of this book)
|Grade Level:||Elementary School, Middle School, High School
Because you demanded it! Since publication of Volume 1 of this series, thousands of teachers are using these innovative classroom tools to improve student learning in science. Following in the footsteps of earlier volumes in the Uncovering Student Ideas in Science series, this all-new book provides short, easy-to-administer probes that determine what misconceptions students bring to the classroom about the nature of science and about physical, life, Earth, and space sciences. This new volume in our bestselling series provides more topic areas for classroom use as well as guidance on how teachers can use the probes for their own learning.
As outlined in previous volumes, teachers—like their students—can have misconceptions that come to the fore when administering the probes. Volume 3 provides 10 detailed suggestions for teachers on how to use the probes to uncover, accurately assess, and correct their own preconceptions as well as their students’ (e.g., do the probes yourself, examine student responses with other teachers, embed the probes into existing professional development programs, select specific areas to focus on, examine student thinking across grade spans, categorize ideas, and crunch data to create classroom profiles).
Volume 3 offers five life science probes, seven Earth and space science probes, ten physical science probes, and three nature of science probes. This volume is an invaluable resource for classroom teachers, preservice teachers, professional developers, and college science and preservice faculty.
|Intended User Role:||Curriculum Supervisor, Elementary-Level Educator, Middle-Level Educator, Teacher
|Educational Issues:||Assessment of students, Classroom management, Curriculum, Educational research, Inquiry learning, Instructional materials, Professional development
About the Authors
Formative Assessment Probes
Using Probes to Examine Teaching and Learning
Probes and Transformative Learning for Teachers
Nine Suggestions for Using Probes as Assessment for Teacher Learning
Physical Science and Nature of Science Assessment Probes
2 Is It a Solid?
4 Helium Balloon
5 Hot and Cold Balloons
6 Mirror on the Wall
7 Batteries, Bulbs, and Wires
8 Apple on a Desk
9 Rolling Marbles
10 Dropping Balls
11 Is It a Theory?
12 Doing Science
13 What Is a Hypothesis?
Life, Earth, and Space Science Assessment Probes
14 Does It Have a Life Cycle?
15 Cells and Size
16 Sam’s Puppy
17 Does It Respire?
18 Rotting Apple
19 Earth’s Mass
20 What Are Clouds Made of?
21 Where Did the Water Come From?
22 Rain Fall
23 Summer Talk
24 Me and My Shadow
25 Where Do Stars Go?
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National Standards Correlation
This resource has 6 correlations with the National Standards.
- Process Standards for Professional Development
- Connect and integrate all pertinent aspects of science and science education. (NSES)
- Address teachers' needs as learners and build on their current knowledge of science content, teaching, and learning. (NSES)
- Teaching Standards
- Teachers of science plan an inquiry-based science program for their students.
- Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students.
- Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
- Teachers of science engage in ongoing assessment of their teaching and of student learning.
- Analyze assessment data to guide teaching.
- Use multiple methods and systematically gather data about student understanding and ability.
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