Uncovering Student Ideas in Science: 25 formative assessment probes

NSTA Press
3
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Before your students can discover accurate science, you need to uncover the preconceptions they already have. This book helps pinpoint what your students know (or think they know) so you can monitor their learning and adjust your teaching accordingly. Loaded with classroom-friendly features you can use immediately, the book is comprised of 25 "probes", brief, easily administered activities designed to determine your students' thinking on 44 core science topics (grouped by light, sound, matter, gravity, heat and temperature, life science, and Earth and space science).

The probes are invaluable formative assesment tools to use before you begin teaching a topic or unit. The detailed teacher materials that accompany each probe review science content, give connections to National Science Education Standards and Benchmarks; present developmental considerations; summarize relevant research on learning; and suggest instructional approaches for elementary, middle, and high school students. Other books may discuss students' general misconceptions about scientific thinking about scientific ideas. Only this one provides probes, single, reproducible sheets, you can use to determine students' thinking about, for example, photosynthesis, moon phases, conservation of matter, reflections, chemical change, and cells. Each probe has been field-tested with hundreds of students across multiple grade levels, so they're proven effective for helping your students reexamine and further develop their understanding of science concepts.

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About the author

Page Keeley is the senior science program director at the Maine Mathematics and Science Alliance (MMSA). She directs projects in the areas of leadership, professional development, standards and research on learning, formative assessment, and mentoring and coaching, and consults with school districts and organizations nationally. She has been the principal investigator on three NSF-funded projects: the Northern New England Co-Mentoring Network, a school-based mentoring program that supported science and mathematics professional learning communities for middle and high school mentors and new teachers; Curriculum Topic Study- A Systematic Approach to Utilizing National Standards and Cognitive Research; and PRISMS- Phenomena and Representations for Instruction of Science in Middle School, a National Digital Library collection of Web resources aligned to standards and reviewed for instructional quality. In addition she is a co-PI on two statewide projects: Science Content, Conceptual Change, and Collaboration (SC4), a state MSP focused on conceptual change teaching in the physical sciences for K-8 teachers and a National SemiConductor Foundation grant on Linking Science, Inquiry, and Language Literacy (L-SILL). Keeley is the author of ten nationally published books, including four books in the Curriculum Topic Study series (Corwin Press), four volumes in the Uncovering Student Ideas in Science: 25 Formative Assessment Probes series (NSTA Press), Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning (Corwin and NSTA Press), and Mathematics Formative Assessment: 50 Practical Strategies for Linking Assessment, Instruction, and Learning (in press).

Keeley taught middle and high school science for 15 years. At that time she was an active teacher leader at the state and national level. She received the Presidential Award for excellence in Secondary Science Teaching in 1992 and the Milken National Educator Award in 1993. She has served as an adjunct instructor at the University of Maine, is a Cohort 1 Fellow in the National Academy for Science and Mathematics Education Leadership, served as a science literacy leader for the AAAS/Project 2061 Professional Development Program, and has served on several national advisory boards. She is a frequent speaker at national conferences and served as the 63rd President of the National Science Teachers Association (NSTA) for the 2008-09 term.

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Additional Information

Publisher
NSTA Press
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Published on
Dec 31, 2005
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Pages
193
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ISBN
9780873552554
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Best For
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Language
English
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Genres
Education / Teaching Methods & Materials / Science & Technology
Science / History
Science / Study & Teaching
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Content Protection
This content is DRM free.
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Eligible for Family Library

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Page Keeley
Since the publication of Volume 1 of this series, thousands of teachers are using these innovative classroom tools to improve student learning in science. Following in the footsteps of earlier volumes in the Uncovering Student Ideas in Science series, this book provides short, easy-to-administer probes that determine what misconceptions students bring to the classroom about the nature of science and about physical, life, Earth, and space sciences. This new volume in NSTA's bestselling series provides more topic areas for classroom use as well as guidance on how teachers can use the probes for their own learning.

As outlined in previous volumes, teachers, like their students, can have misconceptions that come to the fore when administering the probes. Volume 3 provides 10 detailed suggestions for teachers on how to use the probes to uncover, accurately assess, and correct their own preconceptions as well as their students' (e.g., do the probes yourself, examine student responses with other teachers, embed the probes into existing professional development programs, select specific areas to focus on, examine student thinking across grade spans, categorize ideas, and crunch data to create classroom profiles).

Volume 3 offers five life science probes, seven Earth and space science probes, ten physical science probes, and three nature of science probes. This volume is an invaluable resource for classroom teachers, preservice teachers, professional developers, and college science and preservice faculty.

Page Keeley
Since the publication of Volume 1 of this series, thousands of teachers are using these innovative classroom tools to improve student learning in science. Following in the footsteps of earlier volumes in the Uncovering Student Ideas in Science series, this book provides short, easy-to-administer probes that determine what misconceptions students bring to the classroom about the nature of science and about physical, life, Earth, and space sciences. This new volume in NSTA's bestselling series provides more topic areas for classroom use as well as guidance on how teachers can use the probes for their own learning.

As outlined in previous volumes, teachers, like their students, can have misconceptions that come to the fore when administering the probes. Volume 3 provides 10 detailed suggestions for teachers on how to use the probes to uncover, accurately assess, and correct their own preconceptions as well as their students' (e.g., do the probes yourself, examine student responses with other teachers, embed the probes into existing professional development programs, select specific areas to focus on, examine student thinking across grade spans, categorize ideas, and crunch data to create classroom profiles).

Volume 3 offers five life science probes, seven Earth and space science probes, ten physical science probes, and three nature of science probes. This volume is an invaluable resource for classroom teachers, preservice teachers, professional developers, and college science and preservice faculty.

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