Coming to See the Invisible: Assessing Understanding in an Inquiry-Focused Science Classroom

by: Andrea M. Barton, Jennifer L. Cartier, and Angelo Collins

The work discussed here focused on the design of curricula that mirrored important aspects of realistic scientific practice, especially the ways in which causal models are used to account for patterns in data and the use of criteria for judging the acceptability of explanations and/or knowledge claims. During a nine-week Earth-Moon-Sun (EMS) astronomy unit for ninth graders, students collected data, built models, and publicly justified their explanations. Students gained knowledge of EMS concepts and improved their inquiry skills and understanding of how knowledge is judged in science.


Type Book ChapterPub Date 1/1/2006Stock # PB204X_9

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