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 like "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.
