Constructing Knowledge of Science Process Skills in Classrooms: Research to Inform Elementary Science Assessment

我们建议启动一项研究计划， 科学过程技能，通过识别和描述 这些技能在实际工作中表现出来， 在小学教室里被孩子们所接受。 研究不足 存在关于科学程序性知识如何发展的问题： 学习观察，测量，预测，设计实验等，以及如何 这些技能随着成熟和成长而发展，特别是在 教室的社会背景。 虽然这些技能是许多 科学课程，并出现在国家的指导方针和范围和顺序 图表，他们很少描述发展。 拟议 研究将检查这些技能在课堂上的出现， 通过分析已经收集的观测数据， 在实际的课堂环境中观察。 这件事的最终目的 研究是为了提供更广泛的知识基础，以提高 基础科学评估

We propose to initiate a research program to study the development of science process skills, through the identification and description of these skills as they manifest themselves in the actual work carried out by children in elementary classroom settings. Insufficient research exists about how science procedural knowledge develops: how children learn to observe, measure, predict, devise experiments, etc. and how these skills develop with maturation and growth, especially in the social context of classrooms. Although these skills are part of many science curricula and appear in state guidelines and scope and sequence charts, they are seldom described developmentally. The proposed research will examine the emergence of these skills in classrooms through the analysis of observational data already collected and from observations in actual classroom settings. The ultimate purpose of this research is to make available a wider knowledge base to improve elementary science assessment.