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  • Articles  (8)
  • assessment  (4)
  • constructivism  (4)
  • Springer  (8)
  • National Academy of Sciences
  • 2000-2004  (1)
  • 1995-1999  (7)
  • 1975-1979
  • Natural Sciences in General  (8)
  • 1
    Electronic Resource
    Electronic Resource
    Citizen Scientists: Student Experiences in the GTP Georgia/Russian Exchange Project (1997)
    Springer
    Journal of science education and technology 6 (1997), S. 315-321 
    Details
    ISSN: 1573-1839
    Keywords: Citizen scientist ; environmental research ; cross-cultural exchange ; global thinking ; telecommunications ; constructivism
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract During the past two years, the Global Thinking Project, through grants from the United States Information Agency, facilitated student and educator exchanges among 10 schools in Georgia (USA) and Russia. This paper describes the results of the experience during the 1995–1996 school year. One hundred students lived in each others' homes for two three-week periods, participated in environmental research activities in American and Russian communities, and lived in the context of each others culture. Students were helped by their teachers to construct ideas about environmental topics outlined in the curriculum of the Global Thinking Project (http://www.gsu.edu/~wwwgtp/gtp.html). Students and teachers were involved in two episodes of problem identification, data collection and analysis at five sites in each country, and two “Global Environmental Summits” in Moscow and Atlanta. The students activity is described as that of a “citizen scientist”—one who combines the process of science with public policy decision making.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1022554328807
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  • 2
    Electronic Resource
    Electronic Resource
    In-class examinations in college-level science: New theory, new practice (1996)
    Springer
    Journal of science education and technology 5 (1996), S. 311-320 
    Details
    ISSN: 1573-1839
    Keywords: Testing ; assessment ; science education
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract Every faculty member knows that exams drive student behavior. Testing and grading are part of every course, but generally of lesser importance to faculty members than course content itself. Recently, instructional methods and pedagogy. But as issues of grade inflation, student attrition, accountability, and authentic assessment grow in importance, we see some interesting innovations in testing methods and some interesting innovations. The authors are publishing a collection of some of these as described in their own words, by faculty themselves. Two questions underlie the study: 1) why is it so difficult to change tests and testing traditions in college-level science and 2) will the enormous efforts underway to reform pedagogy and curriculum in these disciplines have any lasting effect if testing does not have a prominent place on the reform agenda?
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF01677127
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  • 3
    Electronic Resource
    Electronic Resource
    Report to the President on the Use of Technology to Strengthen K–12 Education in the United States: Findings Related to Research and Evaluation (1998)
    Springer
    Journal of science education and technology 7 (1998), S. 115-126 
    Details
    ISSN: 1573-1839
    Keywords: Technology ; technology and education ; K–12 education ; research ; evaluation ; constructivism
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract The Panel on Educational Technology was organized in April 1995 under the auspices of the President's Committee of Advisers on Science and Technology (PCAST) to provide advice to the President on matters related to the application of information technologies to K–12 education in the United States. Its findings and recommendations were set forth in March 1997 in the Report to the President on the Use of Technology to Strengthen K–12 Education in the United States. This report was based on a review of the research literature and on written submissions and oral briefings from a number of academic and industrial researchers, practicing educators, software developers, governmental agencies, and professional and industry organizations involved in various ways with the application of technology to education. Its most important finding is that a large-scale program of rigorous, systematic research on education in general and educational technology in particular will ultimately prove necessary to ensure both the efficacy and cost-effectiveness of technology use within our nation's K–12 schools. Finding that less than 0.1 percent of our nation's expenditures for elementary and secondary education are currently invested to determine which educational techniques actually work, and to find ways to improve them—an extremely low level relative to comparable ratios within the private sector—the Panel recommended that this figure be increased over a period of several years to at least 0.5 percent, and sustained at that level on an ongoing basis. Further, because no one state, municipality, or private firm could hope to capture more than a small fraction of the benefits associated with a significant advance in our understanding of how best to educate K–12 students, the Panel concluded that such funding will have to be provided largely at the federal level in order to avoid a systematic underinvestment (attributable to a classical form of economic externality) relative to the level that would be optimal for the nation as a whole. This paper originally appeared as Section 8 of the report.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1022539822660
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  • 4
    Electronic Resource
    Electronic Resource
    Evaluating the use of computers in science assessment: Considerations and recommendations (1995)
    Springer
    Journal of science education and technology 4 (1995), S. 57-64 
    Details
    ISSN: 1573-1839
    Keywords: Evaluation ; computers ; assessment ; science education
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract The use of computers in science assessment is viewed through the eyes of the program evaluator by examining six considerations: (1) purpose of computer use in assessment, (2) value of program evaluation models, (3) possible harmful side effects of assessment, (4) nature of imbedded questions, (5) definition of treatment, and (6) computers and the classroom context. Following a discussion of the considerations, four recommendations are offered in regard to continuing to study the use of computers for assessment (examples provided), utilizing the ideas contained in program evaluation models, capitalizing on several interesting, novel possibilities for evaluation design, and combining qualitative and quantitative techniques (mixed methodologies) into the evaluation procedures.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF02211582
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  • 5
    Electronic Resource
    Electronic Resource
    Using technology in assessing integrated science and mathematics learning (1995)
    Springer
    Journal of science education and technology 4 (1995), S. 47-56 
    Details
    ISSN: 1573-1839
    Keywords: Integration ; science ; mathematics ; assessment ; technology
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract Drawing from current models, research, and science and mathematics education reform documents, this article first defines and/or delimits three broad domains of education: integrated school science and mathematics, assessment, and technology. Based upon this three-tiered discussion, a list of characteristics is then distilled to guide in the development of assessment for integrated school science and mathematics using technology. Two integrated school science and mathematics activities are provided to illustrate the alignment of instruction and assessment and the systematic integration of technology into both.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF02211581
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  • 6
    Electronic Resource
    Electronic Resource
    Turning Vygotsky on His Head: Vygotsky' `Scientifically Based Method' and the Socioculturalist's `Social Other' (2000)
    Springer
    Science & education 9 (2000), S. 537-575 
    Details
    ISSN: 1573-1901
    Keywords: constructivism ; epistemology ; objectivism ; pedagogy ; psychology ; relativism ; science ; socioculturism ; theory and practice
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General
    Notes: Abstract Vygotsky has become an authority, but the authority has more to do with justifying a sociocultural relativism than it has with his Marxist objectivist approach to psychology and pedagogy. This paper is an attempt to understand Vygotsky's perspective in relation to Marxist epistemology, and will critically examine the sociocultural interpretation of Vygotsky but within the light of his own perspective. It will be shown that the relativism of the sociocultural school not only takes Vygotsky's zone of proximal development out of its social and historical context, but as a consequence downplays the zone of proximal development as a dynamic research methodology. As an extension of the discussion of the zone of proximal development, this paper will also examine the sociocultural interpretation of Vygotsky's relation between scientific and everyday concepts, and the pedagogical consequences of such an interpretation.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1008748901374
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  • 7
    Electronic Resource
    Electronic Resource
    Gender and equity issues in computer-based science assessment (1995)
    Springer
    Journal of science education and technology 4 (1995), S. 75-79 
    Details
    ISSN: 1573-1839
    Keywords: Computer ; gender ; equity ; technology ; assessment
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract The computer and related technologies as tools for teaching, learning, and assessment are the latest wave of innovations in education. These technologies are neither gender neutral nor benign in effect. Available research suggests that widespread use of these technological tools raises significant issues for females and underrepresented populations in mathematics, science, and technology fields. Questionable assumptions frequently guide current implementation efforts with little consideration of the trade-offs inherent in these technologies and their possible cumulative effects.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF02211584
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  • 8
    Electronic Resource
    Electronic Resource
    Constructivisms and Relativisms: A Shopper‘s Guide (1997)
    Springer
    Science & education 6 (1997), S. 29-42 
    Details
    ISSN: 1573-1901
    Keywords: realism ; idealism ; empiricism ; innatism ; constructivism ; relativism ; representation ; epistemology ; scaffolding
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General
    Notes: Abstract Diverse forms of constructivism can be found in the literature today. They exhibit a commonality regarding certain classical positions that they oppose - a unity in their negative identities - but a sometimes wild multiplicity and incompatibility regarding the positive proposals that they put forward. In particular, some constructivisms propose an epistemological idealism, with a concomitant relativism, while others are explicitly opposed to such positions, and move in multifarious different directions. This is a potentially confusing situation, and has resulted in some critics branding all constructivisms with the charge of relativism, and throwing out the baby with the bath water. In addition, since the epistemological foundations of even non-relativist constructivisms are not as familiar as the classical positions, there is a risk of mis-interpretation of constructivisms and their consequences, even by some who endorse them, not to mention those who criticize. Because I urge that some version of constructivism is an epistemological necessity, this situation strikes me as seriously unfortunate for philosophy, and potentially dangerous for the practice of education.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1008636107835
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