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Murphy, Kristen; Holme, Thomas; Zenisky, April; Caruthers, Heather; Knaus, Karen – Journal of Chemical Education, 2012
The ability to coherently assess content knowledge throughout an entire undergraduate career represents a significant advantage for programmatic assessment strategies. Chemistry, as a discipline, has an unusual tool in this regard because of the nationally standardized exams from the ACS Exams Institute. These exams are norm-referenced and allow…
Descriptors: College Science, Chemistry, Undergraduate Study, Scientific Concepts
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German, Susan; O'Day, Elizabeth – Science Scope, 2009
In this article, the authors describe how they used formative assessments to ferret out possible misconceptions among middle-school students in a unit about weather-related concepts. Because they teach fifth- and eighth-grade science, this assessment also gives them a chance to see how student understanding develops over the years. This year they…
Descriptors: Formative Evaluation, Misconceptions, Middle School Students, Weather
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O'Neil, Sara – Disability & Society, 2008
The incidence of autism spectrum disorders has increased dramatically over the past two decades, yet these disorders are still poorly understood. By considering the viewpoints of autistics themselves, together with evidence from the scientific literature, it becomes clear that autism spectrum disorders are not always the debilitating conditions…
Descriptors: Autism, Pervasive Developmental Disorders, Incidence, Scientific Principles
Duckworth, Eleanor – 1978
The philosophy underlying the African Primary Science Program, according to the author, is that the essence of science is not merely the statement of principles; it involves the struggle to find out about the material world. This program sought to develop the intellectual alertness of the children, and improve their questioning, and problem…
Descriptors: Curriculum Development, Curriculum Evaluation, Educational Objectives, Elementary Education