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pro vyhledávání: '"Adam G. L. Schafer"'
Autor:
KatieMarie Q. Magnone, Jennifer A. Ebert, Rachel Creeden, Grace Karlock, Morgan Loveday, Evan Blake, Justin M. Pratt, Adam G. L. Schafer, Ellen J. Yezierski
Publikováno v:
Journal of Chemical Education. 100:432-441
Publikováno v:
Chemistry Education Research and Practice. 24:71-88
The way high school chemistry curricula are structured has the potential to convey consequential messages about knowledge and knowing to students and teachers. If a curriculum is built around practicing skills and recalling facts to reach “correct
Autor:
Adam G. L. Schafer, Ellen J. Yezierski
Publikováno v:
Journal of Chemical Education. 98:1099-1111
High school chemistry teachers will often establish goals that guide assessment design and interpretation of assessment results. However, little is known about how these goals and the assessment design collectively guide the interpretation of results
Publikováno v:
Chemistry Education Research and Practice. 22:457-475
Even when chemistry teachers’ beliefs about assessment design align with literature-cited best practices, barriers can prevent teachers from enacting those beliefs when developing day-to-day assessments. In this paper, the relationship between high
Autor:
Ellen J. Yezierski, Adam G. L. Schafer
Publikováno v:
Chemistry Education Research and Practice. 22:214-225
Designing high school chemistry assessments is a complex and difficult task. Although prior studies about assessment have offered teachers guidelines and standards as support to generate quality assessment items, little is known about how teachers en
Autor:
Vanessa R. Ralph, Leah J. Scharlott, Adam G. L. Schafer, Megan Y. Deshaye, Nicole M. Becker, Ryan L. Stowe
Publikováno v:
JACS Au. 2(8)
What we as scientists and educators assess has a tremendous impact on whom we authorize to participate in science careers. Unfortunately, in critical gateway chemistry courses, assessments commonly emphasize and reward recall of disaggregated facts o
Autor:
Ellen J. Yezierski, Adam G. L. Schafer
Publikováno v:
Chemistry Education Research and Practice. 21:452-468
High school chemistry teachers struggle to use assessment results to inform instruction. In the absence of expert assistance, teachers often look to their peers for guidance and support; however, little is known about the assessment beliefs and pract
Publikováno v:
Journal of Chemical Education. 96:1230-1235
A laboratory experiment was developed that connects the interpretation of computer-generated models to the self-assembly of macrocycles. Students compare the reactions of terephthalaldehyde and isophthalaldehyde by reacting each with (R,R)-(−)-1,2-
Autor:
Adam G. L. Schafer, Ellen J. Yezierski
Publikováno v:
Chemistry Education Research and Practice. 21:685-685
Correction for ‘Chemistry critical friendships: investigating chemistry-specific discourse within a domain-general discussion of best practices for inquiry assessments’ by Adam G. L. Schafer et al., Chem. Educ. Res. Pract., 2020, 21, 452–468.