By Joel J. Mintzes, James H. Wandersee, Joseph D. Novak
Fresh executive guides like "Benchmarks for clinical Literacy" and "Science for all americans" have given lecturers a mandate for bettering technology schooling in the US. What we all know approximately how beginners build meaning--particularly within the ordinary sciences--has gone through a digital revolution long ago 25 years. lecturers, in addition to researchers, are actually grappling with the way to greater educate technological know-how, in addition to tips on how to investigate even if scholars are studying. Assessing technology knowing is a better half quantity to instructing technological know-how for figuring out, and explores easy methods to check even if studying has taken position. The ebook discusses a number of promising new and functional instruments for evaluate together with thought maps, vee diagrams, scientific interviews, challenge units, performance-based exams, computer-based tools, visible and observational checking out, portfolios, explanatory types, and nationwide examinations.
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Extra info for Assessing Science Understanding: A Human Constructivist View (Educational Psychology) (2004)
The Science Teacher, 31, 10. Novak, J. (1966). The role of concepts in science teaching. In H. J. Klausmeier & C. W. ), Analysis of Concept Learning (pp. 239-254). New York: Academic Press. Novak, J. (1977). A theory of education. Ithaca, NY: Cornell University Press. Novak, J. (1993). Human constructivism: A unification of psychological and epistemological phenomena in meaning making. International Journal of Personal Construct Psychology, 6, 167-193. Novak, J. (1998). Learning, creating and using knowledge: Concept mapsTM as facilitative tools in schools and corporations.
Figure 2 shows how these epistemological elements can be defined and related. Elements 10 Joseph D. Novak, Joel I. Mintzes, and James H. Wandersee THE KNOWLEDGE VEE METHODOLOGICAL (Doing) CONCEPTUALfrHEORETICAL (Thinking) WORLD VIEW: The general belief and knowledge system motivating and guiding the inquiry. / FOCUS QUESTIONS: Questions that serve to focus the inquiry about events and/or objects studied. PHILOSOPHY/ EPISTEMOLOGY: The beliefs about the nature of knowledge and knowing guiding the inquiry.
These results have been borne out in other fields such as chemistry (Nakhleh & Krajcik, 1994; Wilson, 1994) and engineering (Johnson & Satchwell, 1993). Johnson and Satchwell (1993) claimed that the use of "functional flow diagrams during technical instruction enhances the student's ability to develop more accurate knowledge structures" (p. 85), greatly influencing the student's understanding of relevant content. Pearsall et al. (1997) noted "successive and progressive changes in the structural complexity of knowledge" (p.