Edited by
Joel Mintzes, University of North Carolina, Wilmington, U.S.A.
James Wandersee, Louisiana State University, Baton Rouge, U.S.A.
Joseph Novak, Cornell University, Ithaca, New York, U.S.A.
Description
Recent government publications such as
Benchmarks for Scientific Literacy and
Science for All Americans have given teachers
a mandate for improving science education in America. What we know about how learners construct meaning--particularly in the natural
sciences--has undergone a virtual revolution in the past 25 years. Teachers, as well as researchers, are now grappling with how to better
teach science, as well as how to assess whether students are learning.
Assessing Science Understanding is a companion
volume to
Teaching Science for Understanding and explores how to assess whether learning has taken place. The book discusses
a range of promising new and practical tools for assessment, including concept maps, vee diagrams, clinical interviews, problem sets,
performance-based assessments, computer-based methods, visual and observational testing, portfolios, explanatory models, and national
examinations.
Included in series
Educational Psychology
Audience:
Researchers in education and educational psychology; teachers of science at all levels of education.
