Abstract
This study explored the nature of science (NOS) assessments K-4 classroom teachers developed for measuring students’ understandings of NOS elements. We used the Views of Nature of Science Questionnaire-Form VNOS-D2 (Views of Nature of Science Elementary School Version 2) and interviews to verify that teachers’ conceptions of NOS were sufficient to enable them to teach and assess NOS. We 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. We videotaped conversations at monthly workshops to note discussion surrounding teaching and assessing NOS in K-4 classrooms. We found that experienced teachers designed a variety of strategies for assessing NOS conceptions that differed by grade level.
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The research in this paper was supported by Indiana’s Improving Teacher Quality grant program and Indiana University’s Center for Evaluation and Education Policy.
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Akerson, V.L., Cullen, T.A. & Hanson, D.L. Experienced Teachers’ Strategies for Assessing Nature of Science Conceptions in the Elementary Classroom. J Sci Teacher Educ 21, 723–745 (2010). https://doi.org/10.1007/s10972-010-9208-x
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DOI: https://doi.org/10.1007/s10972-010-9208-x