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The Role of Assessment in Science Curriculum Reform
15 references·0 citing·43 second hop
The Role of Assessment in Science Curriculum Reform (2001)The Role of Assessment in Science Curricu…Measuring Student Knowledge and Skills: A New Framework for Assessment. (1999)Measuring Student Knowledge a…Problems of meaning in science curriculum (1998)Problems of meaning in scienc…Case Studies in Science Education (1997)Case Studies in Science Educa…Science/Technology/Society as Reform in Science Education. (1996)Science/Technology/Society as…National Science Education Standards (1996)National Science Education St…Changing the Subject: Innovations in Science, Maths and Technology Education (1996)Changing the Subject: Innovat…STS education: international perspectives on reform (1995)STS education: international …Re-thinking Old Ways: Towards A More Critical Approach To Practical Work In School Science (1993)Re-thinking Old Ways: Towards…Thinking Constructively about Science, Technology, and Society Education (1992)Thinking Constructively about…The Development of a New Instrument: ‘Views on Science—Technology—Society’ (VOSTS) (1992)The Development of a New Inst…Approaches to the teaching of STS in science education (1988)Approaches to the teaching of…High‐school graduates' beliefs about science‐technology‐society. I. methods and issues in monitoring student views (1987)High‐school graduates' belief…Science in Social Issues: Implications for Teaching (1982)Science in Social Issues: Imp…Developing the concept of “curriculum emphases” in science education (1982)Developing the concept of “cu…Science, Technology, and Society: New Goals for Interdisciplinary Science Teaching. (1975)Science, Technology, and Soci…The myth of scientific literacy (1995)Patterns in Students’ Argumentation Confronted with a Risk‐focused Socio‐scientific Issue (2006)Twenty First Century Science:Insights from the Design and Implementation of a Scientific Literacy Approach in School Science (2006)Conceptual change: a discussion of theoretical, methodological and practical challenges for science education (2008)Cognition in Practice (1988)The Structure of Scientific Revolutions (1996)“It's the nature of the beast”: The influence of knowledge and intentions on learning and teaching nature of science* (2002)Changing the Focus: From Nature of Science (NOS) to Features of Science (FOS) (2011)Learning and Teaching in the School Science Laboratory: An Analysis of Research, Theory, and Practice (2013)The Structure of Scientific Revolutions (2017)Experience and Education. 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(1968)Naturalistic inquiry (1985)Students' Preconceptions about the Epistemology of Science (1992)The Nature of Science in Science Education: An Introduction (1998)Two Views About Explicitly Teaching Nature of Science (2012)The Structure of Scientific Revolutions (1963)A Ladder Of Citizen Participation (1969)Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research (1975)Discovering indigenous science: Implications for science education (2000)Different Countries, Same Science Classes: Students’ experiences of school science in their own words (2006)The meaning of ‘relevance’ in science education and its implications for the science curriculum (2013)Public Attitudes toward Emerging Technologies (2005)Analyzing the social knowledge construction behavioral patterns of an online synchronous collaborative discussion instructional activity using an instant messaging tool: A case study (2011)Science education in an age of misinformation (2023)School science and public understanding of science (1999)Equity for Black Americans in precollege science (2000)Towards Bildung-Oriented Chemistry Education (2011)The effects of new science curricula on student performance (1983)Higher order thinking in teaching social studies: a rationale for the assessment of classroom thoughtfulness (1990)Policy and Practice: An Overview (1990)Informal reasoning regarding socioscientific issues: A critical review of research (2004)Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals (2007)What Is STEM? A Discussion About Conceptions of STEM in Education and Partnerships (2012)The Use of “Contexts” as a Challenge for the Chemistry Curriculum: Its successes and the need for further development and understanding (2006)Promoting Scientific Literacy Using a Sociocritical and Problem-Oriented Approach to Chemistry Teaching: Concept, Examples, Experiences. (2009)Scientific and Engineering Practices in K-12 Classrooms: Understanding a Framework for K-12 Science Education (2011)
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References

  • 1996National Science Education Standards1,555 cited
  • 1995STS education: international perspectives on reform510 cited
  • 1992The Development of a New Instrument: ‘Views on Science—Technology—Society’ (VOSTS)456 cited
  • 1993Re-thinking Old Ways: Towards A More Critical Approach To Practical Work In School Science413 cited
  • 1999Measuring Student Knowledge and Skills: A New Framework for Assessment.378 cited
  • 1997Case Studies in Science Education335 cited
  • 1996Science/Technology/Society as Reform in Science Education.291 cited
  • 1982Developing the concept of “curriculum emphases” in science education239 cited
  • 1996Changing the Subject: Innovations in Science, Maths and Technology Education174 cited
  • 1998Problems of meaning in science curriculum153 cited
  • 1987High‐school graduates' beliefs about science‐technology‐society. I. methods and issues in monitoring student views145 cited
  • 1992Thinking Constructively about Science, Technology, and Society Education104 cited
  • 1988Approaches to the teaching of STS in science education83 cited
  • 1982Science in Social Issues: Implications for Teaching55 cited
  • 1975Science, Technology, and Society: New Goals for Interdisciplinary Science Teaching.

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