Chapter 1
Science can be described as
A systematic approach to seeking explanations based on evidence
Discovery learning has as its central premise that:
Learning science builds on past experiences and understandings
Rigor refers to lessons that:
Inspire students to deepen their understanding through cognitively demanding tasks
Discovery Stations provide:
Open ended opportunities for self-directed exploration
A good source for informing the development of three dimensional assessment is:
NGSS Evidence Statements
What describes how student preconceptions inform teaching?
Student preconceptions can be built upon to help students make sense of the world
What is something that is NOT considered a role of the teacher in discovery learning?
To explain concepts clearly to students prior to discovery so children will know what they are looking to discover.
Key elements supported by research of all science learning experiences are:
Relevance, rigor, and coherence
Space for successful discovery opportunities should minimally have:
During an exploration students are making circuits that will light two bulbs. The teacher checks in with each group using a prompt and rubric. The teacher is assessing students:
Formatively
Research has supported the notion that:
Science learning is most effective when connections can be made in a meaningful context
What is most characteristic of discovery learning in science?
Students are actively involved in seeking explanations based on evidence
NGSS bundles are organized around:
Performance expectations
Is systematic
What is an example of a summative assessment?
An end of unit test
Meta-cognition is best described in the context of science education as:
Self-monitoring one's own learning
What is an example of a science question?
How do frogs stick to trees?
Understanding by Design begins with:
Desired Outcomes
Demonstrations are preferred when:
Equipment is limited or safety is a concern
Assessments that are multiple and varied over the duration of a unit are characteristic of:
Three-dimensional assessment
The purpose of the NGSS can best be described as:
Providing performance expectations that describe what students should know and be able to do at the end of each grade
A student drawing that explains how diffusion works
In Understanding by Design, understandings are best understood as:
Specific ideas students should learn to attain a goal
Effective demonstrations:
Invite student input
The same assessment instrument can be used for both summative and formative assessment. True or False?
True