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Essay: Using Students' Conversational Style
Book Chapter |
In the United States, science instruction is based on an idealized, Western view of scientific practice and on the language practices of a middle-class population. Unbeknownst to teachers, this orientation ignores much…
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Essay: Encouraging students' Imagination
Book Chapter |
How do scientists use their imaginations in their daily work and thinking? Is there a place for imagination in the science classroom? This essay explores the role that imagination plays in the intellectual work of…
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Essay: Using Everyday Experience to Teach Science
Book Chapter |
How does everyday experience function in science learning and teaching? Is everyday experience a source of student misconceptions? Or is it an essential foundation of science learning? This essay examines everyday…
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A Teacher's Perspective: Using Students' Experience to Understand Science
Book Chapter |
Can students use their knowledge of natural phenomena to make sense of science in school? How can teachers use this knowledge to construct meaning in the classroom? Renote Jean-François, an English-as-a-second-language…
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Essay: What Is Academic Language?
Book Chapter |
When children learn science in school, they are learning both new ways of thinking about the world and new ways of using language to make meaning. This essay examines some characteristic ways in which academic styles of…
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Essay: What Is the Vocabulary of Science?
Book Chapter |
What is the nature of the vocabulary words that children need to know to do well in science? How and where might children learn these words? In this essay, the authors explore these questions about the teaching and…
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Book Chapter |
What can a teacher do when she realizes that she has used an apparently simple word like think in a way that some students find strange? This happened in Suzanne Pothier’s classroom of first and second graders. She…
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Improving Learning in Science With Formative Assessment
Book Chapter |
In recent years, the No Child Left Behind law has focused attention on student achievement in science across the United States, but there are more important reasons for being concerned with student achievement. The…
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Using Standards And Cognitive Research To Inform The Design And Use Of Formative Assessment Probes
Book Chapter |
In their work with teachers, the authors use a process called Curriculum Topic Study (CTS) developed through our National Science Foundation–funded project, “Curriculum Topic Study–A Systematic Approach to Utilizing…
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Assessment Linked To Science Learning Goals: Probing Student Thinking Through Assessment
Book Chapter |
The focus of this chapter is on how to design science assessment items that are linked to the content standards in Benchmarks for Science Literacy and the National Science Education Standards. This chapter describes (1…
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Assessing Science Literacy Using Extended Constructed-Response Items
Book Chapter |
The authors’ goal in this chapter is to provide teachers with information that will make them better formative and summative assessors; better judges of the quality of state, national, and international assessments that…
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Aligning Classroom-Based Assessment With High-Stakes Tests
Book Chapter |
In this chapter, the authors will focus on the types of assessments found on high-stakes tests that can and should be used in middle-grades science classrooms. The authors provide a model for analyzing the kinds of…
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Book Chapter |
This chapter summarizes some of the findings and recommendations of the National Research Committee (NRC) on Test Design for K-12 Science Achievement and is based on the committee’s final, book-length Report—Systems for…
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From Reading To Science: Assessment That Supports And Describes Student Achievement
Book Chapter |
This chapter is based on a presentation made to the National Science Teachers Association’s conference on assessment, “Science Assessment: Research and Practical Approaches for Grades 3-12 Teachers and School District…
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What Research Says About Science Assessment With English Language Learners
Book Chapter |
This chapter addresses what research says about science assessment with English Language Learners (ELL) students. Specifically, the authors draw from our ongoing research and development efforts to promote science and…
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