Active Assessment: Assessing Scientific Inquiry
Springer Science & Business Media, Apr 21, 2009 - Science - 133 pages
The term scienti?c inquiry as manifest in different educational settings covers a wide range of diverse activities. The differences in types of scienti?c inquiry can be organized along a continuum according to the degree of teacher control and intellectual sophistication involved in each type of inquiry. Types of scienti?c inquiry can also be de?ned according to whether they produce cultural knowledge or personal knowledge. Authentic scienti?c inquiry is de?ned according to ?ve characteristics: devel- ment of personal and cultural knowledge; contextualized scienti?c knowledge; the progression toward high-order problem solving; social interaction for s- enti?c goals; and scienti?c inquiry as a multi-stage and multi-representational process. The de?nition of scienti?c inquiry that forms the basis for the development of an assessment program consists of a two-part analytical frame: the de?nition of knowledge types relevant to scienti?c inquiry and the de?nition of an organi- tional frame for these knowledge types. Four types of knowledge are signi?cant for the de?nition of a speci?c s- enti?c inquiry program: cognitive knowledge, physical knowledge, represen- tional knowledge, and presentational knowledge. All four of these knowledge types are considered signi?cant. These four types of knowledge are organized in a framework that consists of two intersecting axes: the axis of knowledge types and the axis of stages of a s- ci?c scienti?c inquiry. This framework describes scienti?c inquiry as multi-stage process that involves the development of a series of in-lab outcomes (represen- tions) over an extended period of time.
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to 2 Conceptualizing Scientific Inquiry
to 3 An Introduction to Assessment
to 4 Assessing Scientific Inquiry
to 5 An Analytical Framework for the Development of Scientific Inquiry Assessment
to 6 The PHIRE Program
Other editions - View all
active assessment aims amino acid approach aspects Assessing Scientific Inquiry assessment of scientific assessment procedures assessment program assessment strategy assessment tasks assessment tools authentic assessment authentic scientific inquiry bacterial bacteriophage basic chapter codons Cognitive Knowledge concepts conducted conference poster context core defined designed DNA Master DNA restriction enzyme DNA sequence educational program electrophoresis elicitation tasks entific inquiry evaluation framework gene GeneMark genetic Genome Annotation genome sequence Hanauer Hatfull identified in-laboratory infect integrated involves isolation laboratory notebook learning microbiological mycobacteriophage ORFs outcomes phage genome phage hunting PHIRE program plaques plate potential predicted presentational knowledge procedural knowledge professional questions relation restriction enzyme sample science education scientific inquiry process scientific inquiry program scientific process scientist-educator scientists scoring rubrics significant specific scientific inquiry Springer Science+Business Media stages start codons stop codons structure student-researcher types of knowledge undergraduate understanding visual analysis wet laboratory