Uncovering Student Ideas in Physical Science, Volume 1 - Keeley, Page
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Nationally known science educator Page Keeley-- principal author of the hugely popular, four-volume NSTA Press series Uncovering Students Ideas in Science-- has teamed up with physicist and science educator Rand Harrington to write this first volume in their new series on physical science. They begin with one of the most challenging topics in physical science: force and motion. The 45 assessment probes in this book enable teachers to find out what students really think about key ideas in force and motion. The Teacher Notes, which can be used before and after administering the probe, provide…mehr

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Produktbeschreibung
Nationally known science educator Page Keeley-- principal author of the hugely popular, four-volume NSTA Press series Uncovering Students Ideas in Science-- has teamed up with physicist and science educator Rand Harrington to write this first volume in their new series on physical science. They begin with one of the most challenging topics in physical science: force and motion. The 45 assessment probes in this book enable teachers to find out what students really think about key ideas in force and motion. The Teacher Notes, which can be used before and after administering the probe, provide background information on - the purpose of the probe; - related concepts; - an explanation-- for the teacher-- of the force and motion idea being taught; - related ideas in Benchmarks for Science Literacy and the National Science Education Standards; - research on typical student misconceptions related to the force and motion concept; and - suggestions for instruction and assessment. The book specifies grade spans-- K-4, 5- 8, 9- 12-- for each probe, based on state and national standards, and suggests ways to adapt a probe for a different grade span or context.
Autorenporträt
Page Keeley is an internationally known leader in science education. She is the developer and primary author of the award-winning Uncovering Student Ideas in Science series and the Formative Assessment- Practical Strategies Linking Assessment, Instruction, and Learning series (the "FACTs books"). Her interest in teaching for conceptual understanding and understanding students' thinking began in 1992 after reading the seminal article, Teaching for Conceptual Change- Confronting Children's Experience by Bruce Watson and Dick Konicek. Her very first assessment probe, The Mitten Problem, was based on that article. Her assessment probes and FACTs (formative assessment classroom techniques) are widely used by K-12 teachers, university professors, professional developers, and science specialists throughout the U.S. and internationally.