UNCOVERING STUDENT IDEAS IN SCIENCE, VOL. 3: ANOTHER 25 FORMATIVE ASSESSMENT PROBES
Book ID/图书代码： 09653014B72000
English Summary/英文概要： Since publication of Volume 1 of this series, thousands of teachers have been using these innovative classroom tools to improve student learning in science. Following in the footsteps of the first two volumes, this new book provides short, easy-to-administer probes that help teachers determine what misconceptions students bring to the classroom about the nature of science and about physical, life, Earth, and space sciences. This volume is an invaluable resource for classroom teachers, preservice teachers, professional developers, and college science and preservice faculty.
Chinese Summary/中文概要： 自《开发学生在科学上的思维》系列丛书的第1册出版以来,许多教师一直在使用这套系列具有创新理念的参考手册,来提高学生在学习科学知识方面的领会贯通技能。继前两册的成功推行,这部第三测延续了上两册的简练、易于协助教师进行探索性教研成果,帮助教师确定学生在课堂上对科学本质和物理,生命,地球和空间科学的真正知识掌握。本书是给课堂教师,职前教员，专业开发人员,大学科学系相关从业教员们的一部不可或缺的参考读物。(Sandy)
Awards/获奖情况：This book is an great book to have in your science library. It is a necessity for any Science Teacher K-12. The probes are assessment tools that every teacher can use to ask questions varying in degree. These probes can provoke lively discussion, encourage argumentation in small groups, and also support students in thinking on their own. All 25 sections in this book are presented in a clear and concise way. It is easy to read and provides teachers with ideas of how to vary their instructional strategies. --Reviewed by: Christina Ramsey on June 23, 2009
Use in a hands-on workshop. I used the series Uncovering Student Ideas in Science in two of my workshops on lecture-free teaching. These sessions were for high school and middle school science teachers. In one instance, the teachers (with whom I had worked previously) picked one of the formative assessments, tried it in their classrooms before the scheduled workshop date, and reported to the rest of the group about how it worked. In the second instance, I brought the books to the workshop and gave the teachers about 30 minutes to find an assessment appropriate for one of their classes, make copies for the other participants, and try the assessment on the workshop participants. In both cases each presentation was followed by critique and suggestions from other workshop participants. --Reviewed by: Bonnie Wood (Presque Isle, ME) on July 24, 2008
About the Author/作者介绍： Page Keeley is senior science program director, Francis Eberle is executive director, and Chad Dorsey is a science specialist at the Maine Mathematics and Science Alliance, where they develop, coordinate, and implement science education initiatives at the state and national levels. Combined, they have more than 35 years of teaching experience in middle and high school science. Page Keeley is 2008-2009 President of the National Science Teachers Association.
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