Volume 46, Number 1

Dynamic Earth

Volume 46, Number 1

Dynamic Earth

Volume 46, Number 1

Dynamic Earth

Volume 90, Number 1

Alternative Assessments in the Science Classroom

When I say “assessments,” what immediately comes to your mind? Tests, quizzes, and exams? Does it always have to be that way?

As you know, there are two main categories of assessments.

Volume 90, Number 1

Alternative Assessments in the Science Classroom

When I say “assessments,” what immediately comes to your mind? Tests, quizzes, and exams? Does it always have to be that way?

As you know, there are two main categories of assessments.

Volume 90, Number 1

Alternative Assessments in the Science Classroom

When I say “assessments,” what immediately comes to your mind? Tests, quizzes, and exams? Does it always have to be that way?

As you know, there are two main categories of assessments.

We propose cross-disciplinary learning as a construct that can guide instruction and assessment in programs that feature sequential learning across multiple science disciplines. Cross-disciplinary learning combines insights from interdisciplinary learning, transfer, and resources frameworks and highlights the processes of resource activation, transformation, and integration to support sense-making in a novel disciplinary context by drawing on knowledge from other prerequisite disciplines.

We propose cross-disciplinary learning as a construct that can guide instruction and assessment in programs that feature sequential learning across multiple science disciplines. Cross-disciplinary learning combines insights from interdisciplinary learning, transfer, and resources frameworks and highlights the processes of resource activation, transformation, and integration to support sense-making in a novel disciplinary context by drawing on knowledge from other prerequisite disciplines.