UNCOVERING STUDENT IDEAS IN ASTRONOMY: 45 NEW FORMATIVE ASSESSMENT PROBES

Book ID/图书代码： 09653014B72002

English Summary/英文概要： What do your students know or think they know about what causes night and day, why days are shorter in winter, and how to tell a planet from a star? Find out with these 45 new assessment probes, which provide situations that will pique your students interest while helping you understand how your students think about key ideas related to the universe and how it operates. The book is organized into five sections: the Nature of Planet Earth; the Sun-Earth System; Modeling the Moon; Dynamic Solar System; and Stars, Galaxies, and the Universe.

Chinese Summary/中文概要： 你知道学生已掌握的，或是他们已经知道的，是什么原因导致昼夜之分,冬季为何白天要比夜晚时间短,以及如何说出行星中的一个恒星名字?《开发学生对天文学的理解》，NSTA广受欢迎的《开发学生在科学上的思维》系列丛书的最新一集中。45个天文学探索所提供的信息,将激发学生的学习兴趣,帮助你了解自己的学生对宇宙和其如何运作所掌握知识。这本书分为五个部分:地球的本质,太阳-地球系统;建模;月亮的构造;和恒星、星系和宇宙。正如作者所说,虽然这本书并不总是能轻易帮助学生理清错误思想。但借鉴这以系列强大的参考资料来识别学生的误读，是帮助你的学生实现科学认识的第一步。(Sandy)

Awards/获奖情况：This probe book is outstanding, allowing learners of all ages to engage in deceptively simple problems that uncover their true understanding and background knowledge. Each is followed up with research-based explanations of the common preconceptions learners are bringing to the table (often reasonable) that are shaping their thinking, and activities that allow students to rebuild their understanding. I have used with adults as well as K-12 (some make even NASA educators pause and grin as they turn the ideas over), including high school astronomy, where the probes were effective in establishing a baseline, developing an actively questioning classroom environment, and helping students conceptualize the solar system and their place in it.

Earth and Moon are the primary emphasis. I am hoping Page and Cary develop a second version that attends to more complex solar system concepts (scale, comets and asteroids and moons) as well as more universe-based conceptions.

About the Author/作者介绍： Page Keeley is the senior science program director at the Maine Mathematics and Science Alliance (MMSA). She directs projects in the areas of leadership, professional development, standards and research on learning, formative assessment, and mentoring and coaching, and consults with school districts and organizations nationally. She has been the principal investigator on three NSF-funded projects: the Northern New England Co-Mentoring Network, a school-based mentoring program that supported science and mathematics professional learning communities for middle and high school mentors and new teachers; Curriculum Topic Study- A Systematic Approach to Utilizing National Standards and Cognitive Research; and PRISMS- Phenomena and Representations for Instruction of Science in Middle School, a National Digital Library collection of Web resources aligned to standards and reviewed for instructional quality. In addition she is a co-PI on two statewide projects: Science Content, Conceptual Change, and Collaboration (SC4), a state MSP focused on conceptual change teaching in the physical sciences for K-8 teachers and a National SemiConductor Foundation grant on Linking Science, Inquiry, and Language Literacy (L-SILL). Keeley is the author of ten nationally published books, including four books in the Curriculum Topic Study series (Corwin Press), four volumes in the Uncovering Student Ideas in Science: 25 Formative Assessment Probes series (NSTA Press), Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning (Corwin and NSTA Press), and Mathematics Formative Assessment: 50 Practical Strategies for Linking Assessment, Instruction, and Learning (in press).

Keeley taught middle and high school science for 15 years. At that time she was an active teacher leader at the state and national level. She received the Presidential Award for excellence in Secondary Science Teaching in 1992 and the Milken National Educator Award in 1993. She has served as an adjunct instructor at the University of Maine, is a Cohort 1 Fellow in the National Academy for Science and Mathematics Education Leadership, served as a science literacy leader for the AAAS/Project 2061 Professional Development Program, and has served on several national advisory boards. She is a frequent speaker at national conferences and served as the 63rd President of the National Science Teachers Association (NSTA) for the 2008-09 term.

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