Refining Inquiry with Multi-Form Assessment: Formative and summative assessment functions for flexible inquiry

References

• Abd-El-Khalick, F., BouJaoude, S., Duschl, R., Lederman, N. G., Mamlok-Naaman, R., Hofstein, A., … Tuan, H. (2004). Inquiry in science education: International perspectives. Science Education, 88(3), 397–419. doi:10.1002/sce.10118
   Google Scholar
• Barrow, L. H. (2006). A brief history of inquiry: From Dewey to standards. Journal of Science Teacher Education, 17(3), 265–278. doi:10.1007/s10972-006-9008-5
   Google Scholar
• Barton, A. C. (1998). Teaching science with homeless children: Pedagogy, representation, and identity. Journal of Research in Science Teaching, 35(4), 379–394.
   Web of Science ®Google Scholar
• Bielaczyc, K. (2013). Informing design research: Learning from teachers' designs of social infrastructure. Journal of the Learning Sciences, 22(2), 258–311. doi:10.1080/10508406.2012.691925
   Google Scholar
• Blumenfeld, P. C., Fishman, B. J., Krajcik, J. S., Marx, R. W., & Soloway, E. (2000). Creating useable innovations in systemic reform: Scaling up technology-embedded project-based science in urban schools. Educational Psychologist, 35(3), 149–164.
   Web of Science ®Google Scholar
• Boddy, N., Watson, K., & Aubusson, P. (2003). A trial of the 5Es: A referent model for constructivist teaching and learning. Research in Science Education, 33(1), 27–42.
   Web of Science ®Google Scholar
• Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). In J. D. BransfordA. L. Brown & R. R. Cocking (Eds.), How people learn: Brain, mind, experience, and school, Washington, DC: National Academy Press.
   Google Scholar
• Bruner, J. S. (1996). The culture of education. Cambridge, Mass: Harvard University Press.
   Google Scholar
• Bybee, R. W., & DeBoer, G. E. (1994). Research on goals for the science curriculum. In D. L. Gabel (Ed.), Handbook on research in science teaching and learning, (pp. 357–387). New York, NY: MacMillan.
   Google Scholar
• Bybee, R. W., Taylor, J. A., Gardner, A., Van, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness, Colorado Springs, CO: Science. Retrieved from http://website.bscsconnect.org/pdf/bscs5efullreport2006.pdf
   Google Scholar
• Chessin, D. A., & Moore, V. J. (2004). The 6-E learning model. Science & Children, 42(3), 47–49.
   Google Scholar
• Dong, L., Marshall, J., & Wang, J. (2009). A web-based collaboration environment for K-12 Math and Science teachers. In D. Budney (Ed.), 39th ASEE/IEEE Frontiers in education conference (pp. 1–6). San Antonion: IEEE. doi: 10.1109/FIE.2009.5350659
   Google Scholar
• Duran, E., Duran, L., Haney, J., & Scheuermann, A. (2011, March). A learning cycle for all students. The Science Teacher, pp. 56–60.
   Google Scholar
• Eisenkraft, A. (2003). Expanding the 5E model. The Science Teacher, 70(6), 56–59.
   Google Scholar
• Fletcher, S. (2011). The impact of the 6E model on a third grade science classroom (Unpublished master's thesis). Bowling Green State University.
   Google Scholar
• Flyvbjerg, B. (2001). Making social science matter: Why social inquiry fails and how it can succeed again. Oxford/New York: Cambridge University Press.
   Google Scholar
• Gilbert, J. K. (2006). On the nature of ‘context’ in chemical education. International Journal of Science Education, 28(9), 957–976.
   Web of Science ®Google Scholar
• Gipps, C. (1999). Sociocultural aspects of assessment. Review of Research in Education, 24, 355–392.
   Google Scholar
• Hickey, D. T., & Zuiker, S. J. (2003). A new perspective for evaluating innovative science learning environments. Science Education, 87(2), 539–563. doi:10.1002/sce.10087
   Google Scholar
• Hickey, D. T., & Zuiker, S. J. (2005). Engaged participation: A sociocultural model of motivation with implications for educational assessment. Educational Assessment, 10(3), 277–305. doi: 10.1207/s15326977ea1003_7
   Google Scholar
• Hickey, D. T., & Zuiker, S. J. (2012). Multi-level assessment for discourse, understanding, and achievement. Journal of the Learning Sciences, 21(4), 522–582. doi: 10.1080/10508406.2011.652320
   Google Scholar
• Jordan, B., & Henderson, A. (1995). Interaction analysis: Foundations and practice. The Journal of the Learning Sciences, 4, 39–103.
   Web of Science ®Google Scholar
• Karplus, R., & Their, H. D. (1967). A new look at elementary school science, Chicago, IL: Rand McNally.
   Google Scholar
• Ketelhut, D. J. (2007). The impact of student self-efficacy on scientific inquiry skills: An exploratory investigation in River City, a multi-user virtual environment. Journal of Science Education & Technology, 16(1), 99–111. doi:10.1007/s10956-006-9038-y
   Google Scholar
• Linn, M. C., & Songer, N. B. (1993). How do students make sense of science?. Merrill-Palmer Quarterly, 39(1), 47–73.
   Web of Science ®Google Scholar
• Magnusson, S. J., Templin, M., & Boyle, R. A. (1997). Dynamic science assessment: A new approach for investigating conceptual change. Journal of the Learning Sciences, 6(1), 91–142.
   Web of Science ®Google Scholar
• Marshall, J. C., Horton, B., & Smart, J. (2009). 4E × 2 Instructional model: Uniting three learning constructs to improve praxis in science and mathematics classrooms. Journal of Science Teacher Education, 20, 501–516. doi: 10.1007/s10972-008-9114-7
   Google Scholar
• Marton, F. (2006). Sameness and difference in transfer. Journal of the Learning Sciences, 15(4), 499–535. doi:10.1207/s15327809jls1504_3
   Web of Science ®Google Scholar
• McCaslin, M., & Hickey, D. T. (2001). Self-regulated learning and academic achievement: A Vygotskian view. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 227–252). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Millar, R., & Osborne, J. (1998). Beyond 2000: Science education for the future, London: King's College.
   Google Scholar
• Olson, S., & Loucks-Horsley, S. (2000). In S. Olson & S. Loucks-Horsley (Eds.), Inquiry and the national science education standards, Washington, DC: National Academy Press.
   Google Scholar
• Penuel, W. R., Fishman, B. J., Cheng, B. H., & Sabelii, N. (2011). Organizing research and development at the intersection of learning, implementation, and design. Educational Researcher, 40(3), 331–337.
   Web of Science ®Google Scholar
• Ruiz-Primo, M. A., Shavelson, R. J., Hamilton, L., & Klein, S. (2002). On the evaluation of systemic science education reform: Searching for instructional sensitivity. Journal of Research in Science Teaching, 39, 369–393.
   Web of Science ®Google Scholar
• Shulman, L. S., & Sherin, M. G. (2004). Fostering communities of teachers as learners: Disciplinary perspectives. Journal of Curriculum Studies, 36, 135–140.
   Web of Science ®Google Scholar
• Simon, M. A., & Tzur, R. (1999). Explicating the teacher's perspective from the researchers’ perspectives: Generating accounts of mathematics teachers’ practice. Journal for Research in Mathematics Education, 30(3), 252–264.
   Web of Science ®Google Scholar
• Siribuannam, R., & Tayraukham, S. (2009). Effects of 7E, KWL, and conventional instruction on analytical thinking, learning achievement, and attitudes toward chemistry learning. Journal of Social Sciences, 5(4), 279–282.
   Google Scholar
• Smith, C., Maclin, D., Grosslight, L., & Davis, H. (1997). Teaching for understanding: A study of students ‘preinstruction theories of matter and a comparison of the effectiveness of two approaches to teaching about matter and density. Cognition and Instruction, 15(3), 317–393.
   Web of Science ®Google Scholar
• Smith, C., Snir, J., & Grosslight, L. (1992). Using conceptual models to facilitate conceptual change: The case of weight-density differentiation. Cognition and Instruction, 9(3), 221–283. doi:10.1207/s1532690xci0903_3
   Web of Science ®Google Scholar
• Songer, B. N., Lee, H.-S., & McDonald, S. (2003). Research towards an expanded understanding of inquiry science beyond one idealized standard. Science Education, 87(4), 490–516.
   Web of Science ®Google Scholar
• Squire, K., MaKinster, J., Barnett, M., Luehmann, A., & Barab, S. (2003). Design curriculum and local culture: Acknowledging the primacy of classroom culture. Science Education, 87, 468–489.
   Web of Science ®Google Scholar
• Stake, R. (1995). The art of case study research, Thousand Oaks, CA: Sage.
   Google Scholar
• Taber, K. S. (2000). Chemistry lessons for universities? A review of constructivist ideas. University Chemistry Education, 4(2), 26–35.
   Google Scholar
• Tobin, K., Tippins, D. J., & Hook, K. S. (1995). Students’ beliefs about epistemology, science, and classroom learning: A question of fit. In S. M. Glynn & R. Duit (Eds.), Learning science in the schools: Research reforming practice, (pp. 85–110). Mahwah, NJ: Erlbaum.
   Google Scholar
• Whitaker, J. R. (2012). Methods and strategies: Responding to the need for intervention. Science & Children, 50(4), 75–79.
   Google Scholar
• Wilson, C. D., Taylor, J. A., Kowalski, S. M., & Carlson, J. (2010). The relative effects and equity of inquiry-based and commonplace science teaching on students’ knowledge, reasoning, and argumentation. Journal of Research in Science Teaching, 47(3), 276–301.
   Web of Science ®Google Scholar
• Yalçin, F. A., & Bayrakçeken, S. (2010). The effect of 5E learning model on pre-service teachers’ achievement of acids-bases subject. International Online Journal of Educational Sciences, 2(2), 508–531.
   Google Scholar
• Zuiker, S. J. (2012). Educational virtual environments as a lens for supporting and understanding both precise repeatability and specific variation in classroom learning. British Journal of Educational Technology, 43(6), 981–992. doi:10.1111/j.1467-8535.2011.01266.x
   Google Scholar