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(2014) International handbook of research in history, philosophy and science teaching, Dordrecht, Springer.
The development, use, and interpretation of nature of science assessments
Norman G. Lederman, Stephen A. Bartos, Judith S. Lederman
pp. 971-997
Efforts to assess students' and teachers' understandings of nature of science have extended for over 50 years. During this time, numerous instruments have been developed that span the full range of assessments from the traditional to open-ended assessments with interviews. As one might expect, the development, use, and interpretation of these assessments have paralleled the scholarship on students' and teachers' understandings of nature of science. Consequently, such assessments have evidenced the same challenges and obstacles seen in the general research literature. This chapter will provide a rationale for the importance of teaching, and assessing, nature of science as well as a discussion of the construct. A comprehensive review and a critical analysis of the various assessments are also provided. Finally, an in-depth discussion of the contemporary issues regarding nature of science and its assessment is provided along with cautions regarding the future direction of nature of science assessment.
Publication details
DOI: 10.1007/978-94-007-7654-8_29
Full citation:
Lederman, N. G. , Bartos, S. A. , Lederman, J. S. (2014)., The development, use, and interpretation of nature of science assessments, in M. R. Matthews (ed.), International handbook of research in history, philosophy and science teaching, Dordrecht, Springer, pp. 971-997.
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