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Extra info for Everyday Assessment in the Science Classroom (Science Educators' Essay Collection)
30 National Science Teachers Association CHAPTER 3 After one of these discussion sessions it was not difficult to see what had to be done next. Often I’d present a mini-lecture to resolve conflicts, or offer an additional lab activity to test one of the students’ ideas. Unless I was worried that the students would leave a class with more misconceptions than when they came, I refrained from pronouncing their statements to be true or false. I wanted the students to realize that scientific laws are not clear statements in the teacher’s head or on the pages of a book but are hard-won discoveries gained from experimentation and logical argument (Sneider 1971).
And T. Luckman. 1967. The social construction of reality. Garden City, NY: Anchor Books. Busick, K. Conversation with author, Kaneohe, HI, 2001. Csikszentmihalyi, M. 1990. Flow: The psychology of optimal experience. New York: Harper and Row. Davies, A. 2000. Making classroom assessment work. Merville, BC: Connections Publishing. Delpit, L. 1995. Other people’s children: Cultural conflict in the classroom. New York: New Press. Hattie, J. In press. The power of feedback for enhancing learning. Auckland, NZ: University of Auckland.
Various students facilitated, so that I could sit on the side taking notes and acting as coach. The discussions were absolutely fascinating and sometimes quite surprising. For example, one topic the students investigated was “wave motion,” including waves traveling in springs and ripple tanks. ” “It dampens. ” Some of the students in the class recognized that the energy from the wave must go somewhere, while others were content with the statement that it just disappeared. ” The students had seen evidence of waves in springs and in water passing right through each other, so there was no question that it was true.