Foregrounding the background: Investigating science teachers’ practices in assessing students’ understandings of nature of science

Thesis

The inclusion of nature of science (NOS) in science curricula has long been advocated as a key means to accomplish scientific literacy. For example, in the U.S., the Science for All Americans (AAAS, 1989) and Benchmarks for Science Literacy (AAAS, 1993) included an explicit emphasis on the teaching of NOS. More recently, A Framework for K-12 Science Education (NRC, 2012) also highlighted that ‘there is a strong consensus about characteristics of the scientific enterprise that should be und...

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Authors: Park, W

• Type of award: DPhil
• Level of award: Doctoral
• Awarding institution: University of Oxford
• Language: English
• Keywords: nature of science; teacher practices; classroom assessment; formative assessment; summative assessment
• Subjects: Science--Study and teaching; Case studies; Teaching; Study and teaching (Secondary)