Search results for: Hanson Deborah L.
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Using Action Research to Engage K-6 Teachers in Nature of Science Inquiry as Professional Development
This article describes how the authors designed activities to assist K-6 teachers in conducting action research on their NOS instruction to enable them to better assess their students’ NOS understandings and the lessons learned by the professional development staff about this process. The data suggest that action research can be a valuable tool to engage classroom teachers in inquiry and to promote NOS instruction and assessment, thus changing how they taught.
Updated: May. 19, 2011
Experienced Teachers’ Strategies for Assessing Nature of Science Conceptions in the Elementary Classroom
The current study investigated the nature of science (NOS) assessments K-4 classroom teachers developed for measuring students’ understandings of NOS elements. The authors collected copies of teachers’ action research designs, lesson plans, and assessment tools, conducted classroom observations and made field notes of their science instruction and assessments. The authors found that experienced teachers designed a variety of strategies for assessing NOS conceptions that differed by grade level.
Updated: May. 13, 2011