Assessing Science Understanding: A Human Constructivist View (Educational Psychology) (2004)

411 Pages·2004·19.87 MB·English

by  Joel J. Mintzes

Assessing
Science
Understanding
This is a volume in the Academic Press
EDUCATIONAL PSYCHOLOGYS ERIES
Critical comprehensive reviews of research knowledge, theories, principles, and practices
Under the editorship of Gary D. Phye
Assessin
Science
Understanding
A Human Constructivist View
EDITED BY
Joel J, Mintzes
Department of Biological Sciences
University of North Carolina at Wilmington
and Department of Math, Science,
and Technical Education
North Carolina State University
James H, Wandersee Joseph D. Novak
Graduate Studies in Curriculum Department of Education
and Instruction Cornell University
Louisiana State University Ithaca, New York
Baton Rouge, Louisiana
ELSEVIER
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ISBN: 0-12-088534-4
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04 05 06 07 08 09 9 8 7 6 5 4 3 2 1
Deah, Binah, Vehascael
On Knowledge, Understanding, and Wisdom
Unless a man clearly understands and inwardly digests
What he studies, let him read ever so much; he can
Only be compared to a box well filled with books.
Like that box, he carries books within him, and
Like the box he is none the wiser for it.
Talmudic Saying
This Page Intentionally Left Blank
Contents
Contributors xvii
Preface xJx
1. LEARNING, TEACHING, AND ASSESSMENT:
A HUMAN CONSTRUCTIVIST PERSPECTIVE
Joseph D. Novak, Joel J. Mintzes, and James H. Wandersee
The Role of Assessment 1
The Learner 2
The Teacher 7
Knowledge and Knowledge Creation 8
The Social Milieu 11
A Foreword 13
References 13
2. ASSESSING SCIENCE UNDERSTANDING THROUGH
CONCEPT MAPS
Katherine M. Edmondson
Concept Mapping to Portray Shared Meaning and Meaningful
Learning 19
Concept Maps as Assessment Tools 22
Cases in Point: Assessing Shared Meaning in Specific Disciplines
or Content Domains with a View to the Larger World 30
Summary and Conclusions 35
References 36
3. ASSESSING SCIENCE UNDERSTANDING:
THE EPISTEMOLOGICAL VEE DIAGRAM
Joel J. Mintzes and Joseph D. Novak
Understanding Understanding 42
°°
VII
viii Contents
Sharing Meanings (Intersubjectivity) 43
Resolving Inconsistencies (Coherence) 44
Seeking Simplicity (Parsimony) 46
Thinking Critically (Transparency) 47
Introducing Gowin's V Diagram 47
Focus Question 49
Objects and Events 50
Conceptual (Thinking) Side 50
Methodological (Doing) Side 52
V Diagrams in College Biology 54
Template and Rubric 54
Blaine 57
Melodie 57
Corrie 60
Comments and Reflections 60
V Diagrams in College Biology 60
Improvement of Laboratory Study Guides 62
V Diagrams in Junior High School 64
The Need for Greater Epistemological Understanding 66
References 68
4. "WHAT DO YOU MEAN BY THAT?": USING
STRUCTURED INTERVIEWS TO ASSESS
SCIENCE UNDERSTANDING
Sherry A. Southerland, Mike U. Smith, and Catherine L. Cummins
The Need for Qualitative Assessment Tools 72
What Is a Structured Interview? 73
Structured Interview Tasks 73
Interviews about Instances 74
Prediction Interviews 76
Sorting Interviews 79
Problem-Solving and Process Interviews 82
Conducting Structured Interviews 84
Practicalities of Preparation 84
Student Comfort 84
Timeframe 85
Prompts, Follow-Up Questions, and Interviewer Comments 85
Pilot Studies 87
Potential for Formal Evaluation 88
How to Make Sense of Interview Responses 89
Issues to Consider in the Use of Structured Interviews 90
Mode Validity 90
Content Specificity 91
Contents ix
Using Structured Interviews to Inform Teaching 91
References 92
5. DIALOGUE AS DATA: ASSESSING STUDENTS'
SCIENTIFIC REASONING WITH INTERACTIVE PROTOCOLS
Kathleen Hogan and JoEllen Fisherkeller
The Knowledge and Reasoning Connection 96
Broadening Conceptualizations of Scientific Reasoning 97
Using Verbal Interactions to Assess Scientific Reasoning 100
Steps for Assessing Reasoning Through Verbal Interactions in
Classroom and Interview Contexts 102
Step 1: Determine a Purpose and Approach 102
Step 2: Establish and Communicate Standards for Reasoning 104
Step 3: Choose Interactive Settings for Assessment 106
Step 4: Choose Tasks for Eliciting and Assessing Reasoning 110
Step 5: Collect Data 113
Step 6: Analyze Data 115
Step 7: Give Feedback or Make Claims 122
Challenges, Caveats, and Conclusions 123
References 124
6. DESIGNING AN IMAGE~BASED BIOLOGY TEST
James H. Wandersee
What Can an Image-Based Test Reveal about Biology Learning? 131
What Are the Testing Implications of Paivio's Dual Coding
Theory? 132
What Are Some Salient Principles of Visual Perception
and Cognition? 133
How Can the Student's Attention be Focused on Selected Aspects
of the Photographic Image? 135
When Should a Color Image Be Used Instead of a Monochrome
Image? 135
What Is the Author's Model of Image-Based Biology
Test-ltem Design? 136
What Are Some Examples of Model-Based Test Items? 138
How Can Image-Based Biology Test Results Be Analyzed
and Interpreted? 138
References 142