Experienced Teachers’ Strategies for Assessing Nature of Science Conceptions in the Elementary Classroom
Experienced Teachers’ Strategies for Assessing Nature of Science Conceptions in the Elementary Classroom
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经验丰富的教师在小学课堂中评估科学概念本质的策略
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
D. Hanson
中科院分区：
文献类型：
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作者：
V. Akerson;T. Cullen;D. Hanson
本研究旨在探讨幼儿园教师为测量学生对科学本质要素的理解而设计的科学本质评价。本研究采用小学科学本质观量表VNOS-D2（小学科学本质观第二版）和访谈的方法，验证教师的科学本质观是否足以使他们进行科学本质观的教学和评价。我们收集了教师的行动研究设计，课程计划和评估工具的副本，进行课堂观察，并对他们的科学教学和评估进行实地记录。我们在每月的研讨会上录制了对话，以记录围绕K-4教室的教学和评估NOS的讨论。我们发现，经验丰富的教师设计了各种各样的策略来评估不同年级的NOS概念。
This study explored the nature of science (NOS) assessments K-4 classroom teachers developed for measuring students’ understandings of NOS elements. We used the Views of Nature of Science Questionnaire-Form VNOS-D2 (Views of Nature of Science Elementary School Version 2) and interviews to verify that teachers’ conceptions of NOS were sufficient to enable them to teach and assess NOS. We collected copies of teachers’ action research designs, lesson plans, and assessment tools, conducted classroom observations and made field notes of their science instruction and assessments. We videotaped conversations at monthly workshops to note discussion surrounding teaching and assessing NOS in K-4 classrooms. We found that experienced teachers designed a variety of strategies for assessing NOS conceptions that differed by grade level.