Allchin, D. 2011. Evaluating knowle

Allchin, D. 2011. Evaluating knowledge of the nature of (whole) science. Science Education 95:518-542.
The author argues that commonly used instruments assessing knowledge of the nature of science are inadequate in several ways. They focus too much on declarative knowledge instead of conceptual understanding, are designed for research not classroom assessment, and are inauthentic in the sense that they do not examine student knowledge in contexts similar to those in which we want students to use this knowledge. Furthermore, lists of the tenets of the nature of science (which such assessments are based upon) are oversimplified and incomplete. The author argues that instead of assessing whether students can list the characteristics of scientific knowledge, we should be interested in whether students can effectively analyze information about scientific and socioscientific controversies and assess the reliability of scientific claims that affect their decision making. In order to do this, students need to understand how the process of science lends credibility to scientific ideas. The author proposes an alternative assessment form (based on the AP free responses essay) that requires well-informed analysis on the part of the student, involves authentic contexts, and can be adapted for many different assessment purposes and situations. In it, students are asked to analyze historic and modern case studies of scientific and socioscientific controversies. Prototypes for this type of assessment are provided.

Kết quả (Anh) 1:

Allchin, d. 2011. Evaluating knowledge of the nature of (whole) science. Science Education 95:518-542.The author argues that commonly used instruments assessing knowledge of the nature of science are inadequate in several ways. They focus too much on declarative knowledge instead of conceptual understanding, are designed for research not classroom assessment, and are inauthentic in the sense that they do not examine student knowledge in contexts similar to those in which we want students to use this knowledge. Furthermore, the lists of the tenets of the nature of science (which such assessments are based upon) are oversimplified and incomplete. The author argues that instead of assessing whether students can list the characteristics of scientific knowledge, we should be interested in whether students can effectively analyze information about scientific and socioscientific controversies and assess the reliability of scientific claims that affect their decision making. In order to do this, students need to understand how the process of science lends credibility to scientific ideas. The author proposes an alternative assessment form (based on the AP free responses essay) that requires well-informed analysis on the part of the student, involves authentic contexts, and can be adapted for many different assessment purposes and situations. In it, students are asked to analyze historic and modern case studies of scientific and socioscientific controversies. Prototypes for this type of assessment are provided.

Kết quả (Anh) 2:

Allchin, D. 2011. Evaluating knowledge of the nature of (whole) science. Science Education 95: 518-542.
The author argues mà commonly used instruments Assessing knowledge of the nature of science are in vài cách Inadequate. They focus too much on declarative knowledge thay conceptual understanding, Designed for research are not classroom assessment, and are inauthentic in the sense mà chúng do not Examine student knowledge in contexts similar to những chứa We Want Students to use this knowledge. Furthermore, lists of the tenets of the nature of science (such 'assessments are based upon mà) are oversimplified and incomplete. The author argues mà nếu thay Assessing Students can list the Characteristics of scientific knowledge, chúng nên nếu Students interested in information can effectively analyze and socioscientific scientific controversies about the reliability of scientific and Assess hưởng có có Decision making claims. In order to do this, how Students need to hiểu the process of science lends credibility to the scientific ideas. The author proposes an alternative assessment form (based on the AP free essay responses) requires well-Informed That analysis on the part of the student, involves authentic contexts, and can be adapted for many khác assessment Purposes and Situations. In it, Students are to analyze historic and modern Asked case studies of scientific controversies and socioscientific. Prototypes for this type of assessment are provided.