Understanding Students’ Scientific Thinking via Non-Traditional Assessments
Session Format
Workshop (45 minutes)
Location
Room 2911
Abstract for the conference program
We will present our framework for building scientific knowledge through science talk and writing in a course for pre-service teachers , and show examples of students' work and activities which we found productive. We assessed our students through the creation of posters and other public artifacts which we call “inscriptions,” thinking tools scientists use to generate and analyze ideas. We used alternative lab report formats, which focused on students’ development of arguments from their own data. Rather than imposing ideas to be memorized, we fostered critical thinking about science ideas using common readings, laboratory activities, and interactive discussions led by students. The class environment moved toward authenticity and a genuine spirit of inquiry. We will lead participants in small groups to examine students’ work and how to assess their talking and writing. Of interest especially to those who teach science courses for non-majors and teacher-educators.
Proposal Track
Research Project
Start Date
3-6-2015 2:45 PM
End Date
3-6-2015 3:30 PM
Recommended Citation
Deneroff, Victoria M. and Richards, Rosalie A., "Understanding Students’ Scientific Thinking via Non-Traditional Assessments" (2015). Interdisciplinary STEM Teaching & Learning Conference (2012-2019). 39.
https://digitalcommons.georgiasouthern.edu/stem/2015/2015/39
Understanding Students’ Scientific Thinking via Non-Traditional Assessments
Room 2911
We will present our framework for building scientific knowledge through science talk and writing in a course for pre-service teachers , and show examples of students' work and activities which we found productive. We assessed our students through the creation of posters and other public artifacts which we call “inscriptions,” thinking tools scientists use to generate and analyze ideas. We used alternative lab report formats, which focused on students’ development of arguments from their own data. Rather than imposing ideas to be memorized, we fostered critical thinking about science ideas using common readings, laboratory activities, and interactive discussions led by students. The class environment moved toward authenticity and a genuine spirit of inquiry. We will lead participants in small groups to examine students’ work and how to assess their talking and writing. Of interest especially to those who teach science courses for non-majors and teacher-educators.
