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Assessing Science Assessing Science Learning in Learning in
3 Part Harmony3 Part HarmonyRichard DuschlRichard Duschl
GSE-Rutgers UniversityGSE-Rutgers Universityrduschl@rci.rutgers.edurduschl@rci.rutgers.edu
Performances - PracticesPerformances - Practices PianoPiano
Finger/hand strength Finger/hand strength and flexibilityand flexibility
Read muscial notationRead muscial notation Musical phrasing, Musical phrasing,
playing with feelingplaying with feeling Creative musicalityCreative musicality
ScienceScience Building conceptual Building conceptual
claims, meaningsclaims, meanings Evaluating conceptual Evaluating conceptual
claims, meaningclaims, meaning Seeking evidenceSeeking evidence Seeking explanationsSeeking explanations CommunicatingCommunicating
3 PsPsychology - Learning
Cognitive Science, Information-processing, Social psychology, Activity theory
Philosophy - KnowledgeEpistemology; Science Studies; Models, Argumentation; (ETHICS)
Pedagogy - Teaching Inquiry Learning; Problem-based Learning; Community of Learners; Model-based Learning; Design Principles, Preparation for Future Learning
Nature of ScienceNature of Science Science is about testing hypotheses and Science is about testing hypotheses and
reasoning deductively from experimentsreasoning deductively from experiments Hypothetico/Deductive ScienceHypothetico/Deductive Science
Science is Theory building and revisionScience is Theory building and revision Contexts of Generation and JustificationContexts of Generation and Justification
Science is Model building and revisionScience is Model building and revision Models stand between Experiment and Models stand between Experiment and
TheoryTheory
History of Thinking about History of Thinking about Human MindHuman Mind
Differential PerspectiveDifferential Perspective Individual, Mental Tests separate from academic Individual, Mental Tests separate from academic
learning - selecting and sorting learning - selecting and sorting Behavioral PerspectiveBehavioral Perspective
Stimulus/Response Associations - rewarding and Stimulus/Response Associations - rewarding and punishing punishing
Cognitive PerspectiveCognitive Perspective Prior Knowledge, expert/novice, metacognition Prior Knowledge, expert/novice, metacognition
(thinking about thinking and knowning)(thinking about thinking and knowning) Situative PerspectiveSituative Perspective
Sociocultural, language, tools, discourse Sociocultural, language, tools, discourse
Psychology & Education
Structured Knowledge Prior Knowledge Metacognition Procedural Knowledge in Meaningful ContextsSocial participation and cognition Holistic Situation for Learning: Make Thinking Overt
(Glaser, 1994)
National Science Education National Science Education Standards Content DomainsStandards Content Domains
Big CsBig Cs Life ScienceLife Science Physical SciencePhysical Science Earth/Space ScienceEarth/Space Science Inquiry Inquiry
Little CsLittle Cs Unifying Principles & Unifying Principles &
ThemesThemes Science & Science &
TechnologyTechnology Science in Personal & Science in Personal &
Social ContextsSocial Contexts Nature of ScienceNature of Science
Standards & BenchmarksStandards & Benchmarks
Too Much StuffToo Much Stuff
3 Part Harmony3 Part Harmony
ConceptualConceptual “what we need to know” “what we need to know” EpistemicEpistemic “rules for deciding what counts” “rules for deciding what counts” SocialSocial “communicating & representing “communicating & representing
ideas, evidence and explanationsideas, evidence and explanations
Goals/Units VesselsDuschl & Gitomer,
1997
Acids &Bases
Erduran, 2001
Earthquakes& Volcanoes
Smith, 1996
ConceptualFlotation,Buoyancy
Neutralization,Acid/BaseChem.
IgneousRocks, PlateTectonics
EpistemicCausalExplanation
Models,Modeling
ScientificArgument
Social
Report toCity Planner– VesselDesign,Transport
Report toHazmet – Safedisposal ofA&B inSchools
Report toCity Council– LikelihoodE&V, Emerg.Med. Plan
Learning ProgressionsLearning Progressions&&
Learning Learning PerformancesPerformances
NAEP 2009 Science NAEP 2009 Science FrameworkFramework
http://www.nagb.org/http://www.nagb.org/ A learning progression is a sequence of
successively more complex ways of reasoning about a set of ideas.
Table 14. Examples of Performance Expectations for States of Matter
Grade 4(See content statement P4.3.)
Grade 8(See content statement P8.1.)
Grade 12(See content statement P12.1.)
Identifying Science Principles
Classify samples of material assolid, liquid or gas.
Identifying Science Principles
Given an animation of moleculesin motion, identify the substancethat is being illustrated as a solid,liquid, or gas.
Identifying Science Principles
Explain why ice is harder thanliquid water in terms of thestrength of the force between themolecules.
Using Science Principles
Infer that a change of state (e.g.freezing or melting) affects theidentity of an object, but not theidentity of the material of whichit is made.
Using Science Principles
Predict how the mass of a sampleof iodine will change aftersublimation. Justify theprediction based on what occursduring sublimation at a molecularlevel.
Using Science Principles
Use the concept of moleculararrangements and bonds toexplain why graphite is very softand diamond is very hard, eventhough they are all made of purecarbon.
Using Scientific Inquiry
Collect, display, and interpretdata showing how thetemperature of a substancechanges over time as it cools andbecomes a solid.
Using Scientific Inquiry
Plan and conduct an investigationto determine the melting pointand boiling point of an unknownsubstance.
Using Scientific Inquiry
Explain the results of experimentsshowing how the volume of threedifferent liquids changes whenthey are heated by usingmolecular theory.
Using Technological Design
Propose a method for determiningfor certain if holiday chocolatesthat have been shaped bydifferent processes (melting,freezing, reshaping, or breakinginto pieces) have the sameamount of chocolate in them.
Using Technological Design
Choose the best solution forincreasing the altitude of a hot airballoon, based on anunderstanding of the macroscopicand microscopic changes thatoccur when the gas inside theballoon is heated.
Using Technological Design
Design an instrument to measuretemperature as accurately aspossible, taking into account boththe thermal properties of liquidsand solids to be used in thedevice, and structural shape anddimensions of the device.
Why Things Sink & FloatWhy Things Sink & Float Density LP - Density LP -
Floating StrawsFloating Straws Relative DensityRelative Density DensityDensity MassMass VolumeVolume
Forces LP - Forces LP - Floating VesselsFloating Vessels
FlotationFlotation BuoyancyBuoyancy PressurePressure MassMass Surface AreaSurface Area VolumeVolume DisplacementDisplacement
Conceptual vs. Epistemic Conceptual vs. Epistemic GoalsGoals
MisconceptionMisconception Structured ProblemStructured Problem Control of VariablesControl of Variables Productive Productive
MisconceptionsMisconceptions Unconventional Unconventional
FeatureFeature Off TargetOff Target
Causal ExplanationCausal Explanation Ill structured problemIll structured problem Design ApplicationDesign Application Modeling Modeling Forecast Items Forecast Items
(Pivotal Cases, Linn)(Pivotal Cases, Linn)
Learning GoalsLearning Goals What we knowWhat we know How we have come to know itHow we have come to know it Why we believe it over alternativesWhy we believe it over alternatives
Figure 1. Drawings of the student work that was shown during the whole classdiscussion. The upper panel was the topic of the first assessment conversation and thelower of the second
Affordances for Future Affordances for Future Learning Learning
Knowledge in UseKnowledge in Use Density - continental drift, ocean currentsDensity - continental drift, ocean currents Forces - water pressure and neutral buoyancyForces - water pressure and neutral buoyancy
Using Scientific InquiryUsing Scientific Inquiry Density - separation of liquidsDensity - separation of liquids Forces - carrying capacity/displacementForces - carrying capacity/displacement
Using Technological Design Using Technological Design Density - test of “Crown Jewels” - Eureka! Density - test of “Crown Jewels” - Eureka! Forces - retrieval of sunken shipsForces - retrieval of sunken ships
Nature of ExplanationsNature of ExplanationsLanguage of ScienceLanguage of Science
PrincipledPrincipled RelationalRelational Unclear RelationalUnclear Relational Experiential Experiential Inadequate Inadequate
ExplanationExplanation Off TargetOff Target
Evidence-ExplanationEvidence-Explanation Patterns in EvidencePatterns in Evidence Explanatory TheoryExplanatory Theory Balance of ForcesBalance of Forces
Stronger HandsStronger Hands More HandsMore Hands
AffordancesAffordances Making Thinking visibleMaking Thinking visible
Teacher Assessments of Conceptual, Epistemic, Teacher Assessments of Conceptual, Epistemic, Social GoalsSocial Goals
Identification of Productive MisconceptionsIdentification of Productive Misconceptions Dialogic DiscourseDialogic Discourse
Measures/Observations-Data-Evidence-Models-Measures/Observations-Data-Evidence-Models-TheoryTheory
Data-Warrant-Backing-Rebuttal-Qualifier-ConclusionData-Warrant-Backing-Rebuttal-Qualifier-Conclusion Images for Nature of ScienceImages for Nature of Science
Science as Experiments; as Theory-building; as Science as Experiments; as Theory-building; as Model-buildingModel-building
Preparation for Future LearningPreparation for Future Learning
Scaffolding and Assessing Argumentation Processes in Science
King’s College London/American School in LondonCollaborator Kirsten EllenbogenNSF via a seed grant from CILT (Center for Innovations in Learning Technology).
EHH Activity SequenceIntro Unit and Lab 1
Conduct prelab including demonstration of STEP test and taking a pulse. Students collect data Lab 1
2. Data Collection for Labs 2 and 3Lab 2 - Activity Level and Heart RateLab 3 - Weight and Heart Rate
3. Data Analysis for Labs 2 and 3Knowledge Forum Activity “What Matters in Getting Good
Data”Determining Trends and Patterns of DataDeveloping and Evaluating Explanations for the Patterns of
Data4. Evaluating Exercise Programs
Heartrate/min 60 sec
36495051
565759596060606062646466666767687070727375757579808181
8586
92
0 20 40 60 80 100
13579
11131517192123252729313335
stud
ent
heartrate
Group Salient Characteristics of Lab Group Reasoning1 Group 1 uses a ŌfrequencyÕ decision rule to arrive at range of 60-80. That is,
any heart beat with < 3 data entries was eliminated from calculations todetermine the upper boundry for each graph; e,g, 90 for 6 secs., 104 for 15secs., 72 for 10 secs., 75 for 60 secs. These 4 averages were then averagedto get 80 as the upper limit. All charts should be since to get an average alldata should be used. Lab book shows that the decision rule changed withthe consideration of each of the heart rate graphs.
2 Group 2 uses a ŌmajorityÕ decision rule to arrive at a range of 60-80. That is,most of the data fell between 60 and 80. The 6 sec. chart should be used.Lab books shows that the decision rules remains the same for each of theheart rate graphs.
3 Group 3 used an ŌaverageÕ decision rule based on how the data from the 4members of their lab group, and not the class data, could be used to get theaverage and then establish the range. This strategy resulted in 4 separateranges being reported for each of the 4 heart rate graphs. The selected rangewas 60-75. Final decision was based on 10 and 60 second graphs. Labbooks show that the decision strategy is common across heart rate graphsbut that the range results are different.
4 Group 4 used an Ōend pointsÕ decision rule based on the end points of thenormal range determined for each graph. Thus, a range of 70-80 for 6 sec.,66-72 for 10 sec., 60-80 for 15 sec., and 60-75 for 60 sec. 60 appears twiceas the lower boundary and 80 appears twice as the upper boundary, hencethe normal range is 60-80. All graphs used.
5 Group 5 used a ŌcalculationÕ decision rule to arrive at a range of 60-80.That is, each graph was analyzed to find out where 2/3 of the studentsÕ heartrates fell on the graph. The 60 second graph was selected as the mostaccurate.
Group Decision Rules1 - Frequency2 - Majority3 - Average4 - Endpoints5 - Calculation
Pathways - Historical StepsPathways - Historical Steps Rochel Gelman & Kim Rochel Gelman & Kim
Brennenman - Brennenman - Pathsways for Pathsways for Learning -PreKLearning -PreK ObserveObserve MeasureMeasure Write Write
Lehrer & Schauble Lehrer & Schauble 5th-8th grades5th-8th grades VariationVariation DistributionDistribution Growth MechanismsGrowth Mechanisms Adaptive SelectionAdaptive Selection Evolution Evolution
Observation-EvidenceObservation-Evidence There exists a continuum of what counts as scientific data,
and subsequently what counts as scientific evidence. From initial sense-based descriptive observations, to tool assisted measurement observations, and to theory-driven instrument based observations. The latter most sophisticated level underscores the revision-based and theory-laden nature of science.
Evidence-based Evidence-based ArgumentationArgumentation
There exists a continuum regarding the use of evidence to support and refute scientific claims, and the structure and practice of argumentation (language of argumentation and role of consensus). Initial arguments feature a simple single claim-evidence structure, with learning arguments develop to include counter claims and counterevidence with attention to resolving alternative explanation and informing theory.
Theory-buildingTheory-building There exists a continuum of sophistication
regarding the use of evidence and explanations to develop, refine and modify scientific theories. Initially students may not discriminate between evidence and theory. With engagement and learning opportunities students can refine and deepen their understanding and practices of the relationships between evidence and explanations. Sophisticated images of the nature of science conceptualize theories as robust explanatory schemes comprised of multiple models, models that stand between evidence and explanation.
Inquiry Based LearningInquiry Based Learning
Deciding the ContentDeciding the Content Aims & GoalsAims & Goals
ConceptualConceptual Facts, Principles, Facts, Principles,
Laws & TheoriesLaws & Theories EpistemicEpistemic
Explanations, Explanations, Models, Models, ArgumentsArguments
SocialSocial Representations, Representations,
Communications Communications
Deciding the ContextDeciding the Context School ScienceSchool Science ““Real World” ScienceReal World” Science
EnvironmentEnvironment Social IssuesSocial Issues
Museum/Science Centre Museum/Science Centre ScienceScience
3 Part Harmony3 Part Harmony Conceptual GoalsConceptual Goals
Epistemic GoalsEpistemic Goals
Social Goals Social Goals
Thank YouThank You