Jacobs-Sera Active Assessment: Assessing Scientific Inquiry

1. Auflage 2009
ISBN: 978-0-387-89649-6
Verlag: Springer-Verlag
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 133 Seiten

The term scienti?c inquiry as manifest in different educational settings covers a wide range of diverse activities. The differences in types of scienti?c inquiry can be organized along a continuum according to the degree of teacher control and intellectual sophistication involved in each type of inquiry. Types of scienti?c inquiry can also be de?ned according to whether they produce cultural knowledge or personal knowledge. Authentic scienti?c inquiry is de?ned according to ?ve characteristics: devel- ment of personal and cultural knowledge; contextualized scienti?c knowledge; the progression toward high-order problem solving; social interaction for s- enti?c goals; and scienti?c inquiry as a multi-stage and multi-representational process. The de?nition of scienti?c inquiry that forms the basis for the development of an assessment program consists of a two-part analytical frame: the de?nition of knowledge types relevant to scienti?c inquiry and the de?nition of an organi- tional frame for these knowledge types. Four types of knowledge are signi?cant for the de?nition of a speci?c s- enti?c inquiry program: cognitive knowledge, physical knowledge, represen- tional knowledge, and presentational knowledge. All four of these knowledge types are considered signi?cant. These four types of knowledge are organized in a framework that consists of two intersecting axes: the axis of knowledge types and the axis of stages of a s- ci?c scienti?c inquiry. This framework describes scienti?c inquiry as multi-stage process that involves the development of a series of in-lab outcomes (represen- tions) over an extended period of time.

Autoren/Hrsg.

Jacobs-Sera, Debbie

Inhaltsverzeichnis

1;Acknowledgments;7
2;Contents;9
3;to 1 Active Assessment;13
3.1;1.1 Scientists as Educators;13
3.2;1.2 The Context and Aims of This Book;13
3.3;1.3 Relevant Historical Developments in Science Education;14
3.4;1.4 Active Assessment Defined;15
3.5;1.5 The Underpinning Principles of Active Assessment;16
3.6;1.6 On the Importance of Active Engagement;18
3.7;1.7 The Design of This Book;20
4;to 2 Conceptualizing Scientific Inquiry;22
4.1;2.1 Introduction;22
4.2;2.2 The Diversity of Scientific Inquiry;22
4.3;2.3 The Characteristics of Authentic Scientific Inquiry;26
4.4;2.4 An Analytical Framework for the Definition of Scientific Inquiry;28
4.5;2.5 Chapter Summary;31
5;to 3 An Introduction to Assessment;33
5.1;3.1 Assessment and Science;33
5.2;3.2 Assessment, Evaluation, and Testing;33
5.3;3.3 Summative, Formative, and Diagnostic Assessment;34
5.4;3.4 Distinctions in Elicitation Methods;35
5.5;3.5 Developing an Assessment Program;36
5.6;3.6 Chapter Summary;39
6;to 4 Assessing Scientific Inquiry;40
6.1;4.1 Introduction;40
6.2;4.2 Approaches to the Assessment of Scientific Inquiry;40
6.3;4.3 Authentic Assessment;46
6.4;4.4 The Characteristics of Authentic Scientific Inquiry Assessment (ASIA);48
6.5;4.5 Active Assessment Development;50
6.6;4.6 Chapter Summary;51
7;to 5 An Analytical Framework for the Development of Scientific Inquiry Assessment;53
7.1;5.1 Introduction;53
7.2;5.2 Stages of Active Assessment Development;53
7.2.1;5.2.1 Stage 1: Empirical Description of Scientific Inquiry;54
7.2.2;5.2.2 Stage 2 -- Definition of Aims;57
7.2.3;5.2.3 Stage 3: Tool Development;58
7.2.4;5.2.4 Rubric Development;59
7.2.5;5.2.5 Assessment Piloting;62
7.3;5.3 Chapter Summary;62
8;to 6 The PHIRE Program;63
8.1;6.1 Introduction;63
8.2;6.2 What Are Phages?;64
8.3;6.3 Bacteriophages Are Ubiquitous and Host Specific;66
8.4;6.4 Bacteriophages: The Dark Matter of the Biological Universe;67
8.5;6.5 Goals of the PHIRE Program;68
8.6;6.6 The Power of Discovery;68
8.7;6.7 PHIRE: A Ten-Step Program;69
8.7.1;6.7.1 Step 1: Phage Isolation;69
8.7.2;6.7.2 Step 2: Phage Purification;70
8.7.3;6.7.3 Step 3: Phage Amplification;70
8.7.4;6.7.4 Step 4: Electron Microscopy;71
8.7.5;6.7.5 Step 5: Nucleic Acid Extraction and Restriction Analysis;72
8.7.6;6.7.6 Step 6: DNA Sequencing;74
8.7.7;6.7.7 Step 7: Genome Annotation;75
8.7.8;6.7.8 Step 8: Comparison of the DNA Sequence to Known Phage Genomes;75
8.7.9;6.7.9 Step 9: Comparative Genomic Analysis;77
8.7.10;6.7.10 Step 10: Publication;80
8.8;6.8 Is That All?;80
8.9;6.9 Whats in a Name?;81
8.10;6.10 Whos Qualified for the PHIRE Program?;82
8.11;6.11 Parallel Projects: Pros and Cons;82
8.12;6.12 Mentees and Mentors: Opportunities and Responsibilities;83
8.13;6.13 Scheduling and Flexibility;84
8.14;6.14 Multiple Milestones of Success;84
8.15;6.15 Not All Failure Is Bad;85
8.16;6.16 Transitions: From Concrete Beginnings to Abstract Representation;85
8.17;6.17 Seven Attributes of the PHIRE Program;86
8.17.1;6.17.1 Attribute 1: Technical Simplicity with Transition to Complexity;86
8.17.2;6.17.2 Attribute 2: Conceptual Simplicity with Transition to Complexity;87
8.17.3;6.17.3 Attribute 3: Flexible Scheduling Compatibility;87
8.17.4;6.17.4 Attribute 4: Multiple Achievement Milestones;87
8.17.5;6.17.5 Attribute 5: Parallel Projects and Mentoring;87
8.17.6;6.17.6 Attribute 6: Authentic Publishable Research;87
8.17.7;6.17.7 Attribute 7: Project Ownership;87
9;to 7 The PHIRE Program Assessment Strategy;88
9.1;7.1 Introduction;88
9.2;7.2 Aims of Undergraduate Phage Hunting;88
9.3;7.3 Detailed Analyses of Decision-Making Reasoning and Calculation in the Bacteriophage Isolation and Identification Process;90
9.3.1;7.3.1 Phage Isolation -- Identification Through Infection;91
9.3.2;7.3.2 Phage Purification Through Selective Infection;92
9.3.3;7.3.3 Phage Amplification -- Measuring Bacteriophage Concentration to Determine and Produce Maximum Bacteriophage Yield;93
9.3.4;7.3.4 Electrophoresis;94
9.3.5;7.3.5 Gene Determination (Annotation);95
9.4;7.4 An Educational Assessment Strategy for the Scientific Inquiry Process of Phage Hunting;101
9.5;7.5 Weighting and Timing;104
10;to 8 PHIRE Assessment Tools;106
10.1;8.1 Introduction;106
10.2;8.2 The Substantive Knowledge Test;106
10.3;8.3 The Physical Checklist;107
10.4;8.4 The Visual Literacy Test;108
10.5;8.5 The Notebook Assessment Tool;110
10.5.1;8.5.1 Program Beginnings and Notebook Introduction;111
10.5.2;8.5.2 On-Going Laboratory Notebook Usage and the Provision of Feedback;113
10.5.3;8.5.3 Final Assessment of Laboratory Notebooks (End of Program);114
10.6;8.6 The Knowledge Presentation Performance Test;117
10.6.1;8.6.1 Conference Poster Development;118
10.6.2;8.6.2 Conference Poster Presentation;119
11;to 9 Reflections from an Active Scientist-Educator;121
11.1;9.1 Introduction;121
11.2;9.2 Two for the Price of One: Integrating the Missions;122
11.3;9.3 Some Practical Concerns;123
11.3.1;9.3.1 Space: The Final Frontier;123
11.3.2;9.3.2 Money and Time;124
11.4;9.4 Why Bother with Assessment?;124
11.5;9.5 Program Attributes Revisited;125
11.6;9.6 Summary and Conclusions;126
12;Index;133