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What Role Does Informal Education Have in Developing Conceptual Understanding?
Book Chapter |
This chapter addresses learning in informal environments and in this age of technology, informal education is everywhere. Although opportunities have been available for many years, it’s only recently that educational…
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Putting It All Together: “Balancing” Case Study
Book Chapter |
This Appendix features a case study of a lesson on “balancing” using the principles and ideas espoused in the book and in A Framework for K–12 Science Education. To illuminate the three dimensions and the four strands…
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Book Chapter |
This chapter introduces and provides an overview of the Feedback Loop. It explains its structure and usefulness in guiding teachers to consider a number of components when setting goals, developing tools to collect data…
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Book Chapter |
This chapter highlights how we think about goals in the Feedback Loop. It discusses the element’s value, explaining what it is and how teachers can use it to grow in their practice and better support student learning.…
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Designing, Selecting, and Adapting Tools
Book Chapter |
This chapter walks you through processes for selecting, adapting, and designing tools to use in the Feedback Loop. It provides ideas for tools teachers can use to explore selected science practices in classrooms. The…
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Book Chapter |
This final step of the Feedback Loop is where everything comes together. The chapter starts by talking about what we mean by inferences and then walks through a few guides for making those inferences. Also included are…
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Book Chapter |
This chapter explores how to close the loop by connecting inferences and goals through feedback. It presents the process of connecting inferences about student learning back to original goals in the Feedback Loop, a…
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Using the Feedback Loop to Plan and Inform Instruction
Book Chapter |
This chapter uses the full Feedback Loop to describe an approach for planning and informing instruction. It is designed to combine all the information in the previous chapters into a series of resources that will help…
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Book Chapter |
This chapter discusses how to collaborate with colleagues when considering data and the Feedback Loop to further increase the effect this work can have. We discuss the value and importance of working with other…
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Book Chapter |
The purpose of this assessment probe is to see whether students recognize that units of distance traveled must be measured with a measurement device from the starting point to the ending point. The probe reveals whether…
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Book Chapter |
The purpose of this probe is to examine how students interpret a graphical representation of motion. The probe is designed to reveal whether students interpret a motion graph pictorially or mathematically.
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Book Chapter |
The purpose of this assessment probe is to elicit students' ideas about comparing motions. The probe is designed to see if students differentiate between the concept of position and the concept of speed. The probe will…
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Book Chapter |
The purpose of this assessment probe is to elicit students’ ideas about living things. The probe is designed to determine whether students recognize that seeds are living when they are in a dormant state.
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Book Chapter |
The purpose of this assessment probe is to elicit students’ ideas about “plant food.” The probe is designed to reveal whether students recognize that plants use the sugars they make as their food.
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Book Chapter |
The purpose of this assessment probe is to elicit students’ ideas about the flow of energy in a trophic relationship that children are most familiar with—food chains. The probe is designed to find out if students…
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