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Active Assessment: Assessing Scientific Inquiry

  • Book
  • © 2009

Overview

Authors:
  1. Debbie Jacobs-Sera
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  2. Graham F. Hatfull
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  3. David I. Hanauer
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  • Aim of the current book is to make the knowledge acquired in relation to the development of tools for the assessment of scientific inquiry available for researcher-educators in a wide range of educational settings that use scientific inquiry
  • Based on a two year collaborative research project between Prof. David I. Hanauer and Prof. Graham F. Hatfull designed to produce an informed set of assessment tools for the scientific inquiry program situated in the Bacteriophage Institute of Pittsburgh
  • Includes supplementary material: sn.pub/extras

Part of the book series: Mentoring in Academia and Industry (MAI, volume 2)

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Table of contents (9 chapters)

  1. Front Matter

    Pages i-xii
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  2. Active Assessment

    • David I. Hanauer, Graham F. Hatfull, Debbie Jacobs-Sera
    Pages 1-9

  3. Conceptualizing Scientific Inquiry

    • David I. Hanauer, Graham F. Hatfull, Debbie Jacobs-Sera
    Pages 11-21

  4. An Introduction to Assessment

    • David I. Hanauer, Graham F. Hatfull, Debbie Jacobs-Sera
    Pages 23-29

  5. Assessing Scientific Inquiry

    • David I. Hanauer, Graham F. Hatfull, Debbie Jacobs-Sera
    Pages 31-43

  6. An Analytical Framework for the Development of Scientific Inquiry Assessment

    • David I. Hanauer, Graham F. Hatfull, Debbie Jacobs-Sera
    Pages 45-54

  7. The PHIRE Program

    • David I. Hanauer, Graham F. Hatfull, Debbie Jacobs-Sera
    Pages 55-79

  8. The PHIRE Program Assessment Strategy

    • David I. Hanauer, Graham F. Hatfull, Debbie Jacobs-Sera
    Pages 81-98

  9. PHIRE Assessment Tools

    • David I. Hanauer, Graham F. Hatfull, Debbie Jacobs-Sera
    Pages 99-113

  10. Reflections from an Active Scientist-Educator

    • David I. Hanauer, Graham F. Hatfull, Debbie Jacobs-Sera
    Pages 115-127

  11. Back Matter

    Pages 123-141
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Keywords

About this book

The term scienti?c inquiry as manifest in different educational settings covers a wide range of diverse activities. The differences in types of scienti?c inquiry can be organized along a continuum according to the degree of teacher control and intellectual sophistication involved in each type of inquiry. Types of scienti?c inquiry can also be de?ned according to whether they produce cultural knowledge or personal knowledge. Authentic scienti?c inquiry is de?ned according to ?ve characteristics: devel- ment of personal and cultural knowledge; contextualized scienti?c knowledge; the progression toward high-order problem solving; social interaction for s- enti?c goals; and scienti?c inquiry as a multi-stage and multi-representational process. The de?nition of scienti?c inquiry that forms the basis for the development of an assessment program consists of a two-part analytical frame: the de?nition of knowledge types relevant to scienti?c inquiry and the de?nition of an organi- tional frame for these knowledge types. Four types of knowledge are signi?cant for the de?nition of a speci?c s- enti?c inquiry program: cognitive knowledge, physical knowledge, represen- tional knowledge, and presentational knowledge. All four of these knowledge types are considered signi?cant. These four types of knowledge are organized in a framework that consists of two intersecting axes: the axis of knowledge types and the axis of stages of a s- ci?c scienti?c inquiry. This framework describes scienti?c inquiry as multi-stage process that involves the development of a series of in-lab outcomes (represen- tions) over an extended period of time.

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