National and state science standards tell us that we should use inquiry approaches to help students develop understanding of key concepts. Physics education research groups have validated the effectiveness of this approach. It is then left to the teacher to provide the scaffolding on which to construct these concepts, the guidance necessary to complete the task, and the assessment strategies to evaluate the effectiveness of the approach. Most teachers will require students to write a report to communicate their efforts and understanding, and then are faced with the enormous task of grading the volumes generated in an efficient, consistent, and fair manner. Two teachers share with us some of the strategies they use.
REFERENCES
1.
See EPAPS Document No. E-PHTEAH-41-022301 for Nadji's “To Spielberg or not to Spielberg” and Lach's sample rubric.
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© 2003 American Association of Physics Teachers.
2003
American Association of Physics Teachers
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