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，通过识别和描述这些技能，研究科学过程技能的发展，因为这些技能体现在儿童在小学课堂环境中进行的实际工作中。关于科学程序知识是如何发展的：儿童如何学习观察、测量、预测、设计实验等，以及这些技能如何随着成熟和成长而发展，特别是在课堂的社会背景下，研究不足。虽然这些技能是许多科学课程的一部分，并出现在国家指导方针、范围和顺序图中，但很少有人对它们进行发展描述。拟议的研究将通过分析已经收集的观察数据和在实际课堂环境中的观察来检查这些技能在课堂上的出现。本研究的最终目的是提供更广泛的知识基础，以提高基础科学评价水平。

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.