Assessment as a tool to Understand Students' Conceptions of the Structure of Matter

2016 Joint IMEKO TC1-TC7-TC13 Symposium: Metrology Across the Sciences: Wishful Thinking?

Morell, Linda^1 ; Wilson, Mark^1

BEAR Center, Graduate School of Education, University of California, Berkeley

CA, United States^1

关键词: Learning progressions;    State of the art;    Theory of cognitions;   

Others  :  https://iopscience.iop.org/article/10.1088/1742-6596/772/1/012049/pdf
DOI  :  10.1088/1742-6596/772/1/012049

来源: IOP

【 摘 要 】

Learning progressions built and based on empirical evidence provide a foundation for advancing the state of the art of teaching. This paper contributes to the advancement of the idea that assessment can provide empirical evidence to examine the underlying theory of cognition and provides a method for developing and verifying the theory. Using a construct within the science domain of Structure of Matter as a basis for discussion, issues of how to address theoretical ambiguities and practical dilemmas are explored.