Uncovering Student Ideas in Physical Science, Volume 3 (eBook, ePUB)

32 New Matter and Energy Formative Assessment Probes

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Have you been wanting to learn more about what your students know (or think they know) about major concepts in matter and energy? Have you been wishing for formative assessment tools in both English and Spanish? Then this is the book you'' ve been waiting for. Like the other 10 books in the bestselling Uncovering Student Ideas in Science series, Uncovering Student Ideas in Physical Science, Volume 3 does the following: . Presents engaging questions, also known as formative assessment probes. The 32 probes in this book are designed to uncover what students know- or think they know- about the concept of matter and particle model of matter; properties of matter; classifying matter, chemical properties, and chemical reactions; and nuclear processes and energy. The probes will help you uncover students'' existing beliefs about everything from a particle model of matter to ways of describing energy. . Offers field-tested teacher materials that provide the best answers along with distracters designed to reveal conceptual misunderstandings that students commonly hold. Since the content is explained in clear, everyday language, teachers can improve their own understanding of the science they teach. . Is convenient and saves you time. The probes are short, easy-to-administer activities for speakers of both English and Spanish that come ready to reproduce. In addition to explaining the science content, the teacher materials include connections to A Framework for K 12 Science Education and the Next Generation Science Standards, provide summaries of the research on students'' ideas, and suggest grade-appropriate instructional methods for addressing students'' ideas. Uncovering Student Ideas in Physical Science, Volume 3 has the potential to help you transform your teaching. As the authors write in the book'' s introduction, " When teachers take the time to uncover [existing] ideas, understand where they came from, and make instructional decisions that will help students give up their strongly held ideas in favor of scientific ways of thinking, they are taking an important first step in teaching for conceptual understanding."

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Page Keeley is the senior science program director at the Maine Mathematics and Science Alliance (MMSA). She directs projects in the areas of leadership, professional development, standards and research on learning, formative assessment, and mentoring and coaching, and consults with school districts and organizations nationally. She has been the principal investigator on three NSF-funded projects: the Northern New England Co-Mentoring Network, a school-based mentoring program that supported science and mathematics professional learning communities for middle and high school mentors and new teachers; Curriculum Topic Study- A Systematic Approach to Utilizing National Standards and Cognitive Research; and PRISMS- Phenomena and Representations for Instruction of Science in Middle School, a National Digital Library collection of Web resources aligned to standards and reviewed for instructional quality. In addition she is a co-PI on two statewide projects: Science Content, Conceptual Change, and Collaboration (SC4), a state MSP focused on conceptual change teaching in the physical sciences for K–8 teachers and a National SemiConductor Foundation grant on Linking Science, Inquiry, and Language Literacy (L-SILL). Keeley is the author of ten nationally published books, including four books in the Curriculum Topic Study series (Corwin Press), four volumes in the Uncovering Student Ideas in Science: 25 Formative Assessment Probes series (NSTA Press), Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning (Corwin and NSTA Press), and Mathematics Formative Assessment: 50 Practical Strategies for Linking Assessment, Instruction, and Learning (in press). Keeley taught middle and high school science for 15 years. At that time she was an active teacher leader at the state and national level. She received the Presidential Award for excellence in Secondary Science Teaching in 1992 and the Milken National Educator Award in 1993. She has served as an adjunct instructor at the University of Maine, is a Cohort 1 Fellow in the National Academy for Science and Mathematics Education Leadership, served as a science literacy leader for the AAAS/Project 2061 Professional Development Program, and has served on several national advisory boards. She is a frequent speaker at national conferences and served as the 63rd President of the National Science Teachers Association (NSTA) for the 2008-09 term.