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Kaya, Osman Nafiz – Research in Science Education, 2008
Although researchers in higher education propose alternatives to traditional approaches to assessment, traditional methods are commonly used in college or university science courses. The purpose of this study was to explore the feasibility and validity of Prospective Science Teachers' (PSTs) concept maps as authentic assessment tools in a…
Descriptors: Concept Mapping, Performance Based Assessment, Chemistry, Science Teachers
Peer reviewed
Dawson, Chris J.; Rowell, J. A. – Research in Science Education, 1995
Described a probe that can assess the learners' understanding of scientific ideas in conditions that do not demand closure on a single interpretation, and where learners can demonstrate certainty or otherwise in several possible alternatives. Can be used in monitoring conceptual change when intuitive understanding of scientific phenomena is to be…
Descriptors: Evaluation, Foreign Countries, High School Students, Misconceptions
Peer reviewed
Lai, Pui-Kwong; And Others – Research in Science Education, 1995
Interviewed Chinese migrant students concerning recognition and comprehension of science concept labels in Chinese and English. Found mean recognition and comprehension scores to be higher in Chinese, with indications that science knowledge learned in Chinese deteriorated with increasing time of residence in Australia. Discussed implications for…
Descriptors: English (Second Language), Foreign Countries, High School Students, Interviews
Peer reviewed
Parsons, Sharon – Research in Science Education, 1995
Investigated children's conceptualization of scientific phenomena and intuitive methods learned from their everyday experiences. Explores the nature of tinkering within the context of electricity. Presents a model of tinkering that provides a conceptual framework for the interpretation of tinkering as one of the methods students use to make sense…
Descriptors: Electricity, Intuition, Models, Physics
Peer reviewed
Thiele, Rodney B.; And Others – Research in Science Education, 1995
Examines 4 biology and 10 chemistry textbooks to determine the types of analogies, their ranges of presentation style, and their efficacy to effect students' conceptual understandings. Presents recommendations to teachers for improving the teaching and learning of biology and chemistry by investigating instructional strategies and clarifying their…
Descriptors: Biology, Chemistry, Foreign Countries, Science Education