Zobrazeno 1 - 10
of 32
pro vyhledávání: '"Alicia C. Alonzo"'
Publikováno v:
Frontiers in Education, Vol 7 (2022)
Externí odkaz:
https://doaj.org/article/2ebe4875abff4cadbff36dce87b6c4b4
Autor:
Alicia C. Alonzo, Amelia Wenk Gotwals
Learning progressions—descriptions of increasingly sophisticated ways of thinking about or understanding a topic (National Research Council, 2007)—represent a promising framework for developing organized curricula and meaningful assessments in sc
Publikováno v:
Science Education. 106:852-889
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::07a7e2665d8db84f6f9c9e03a238d4e2
https://doi.org/10.1002/sce.21713
https://doi.org/10.1002/sce.21713
Autor:
Alicia C. Alonzo
Publikováno v:
International Encyclopedia of Education(Fourth Edition) ISBN: 9780128186299
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::51a77a067266ee7411e3f8eea4601be6
https://doi.org/10.1016/b978-0-12-818630-5.14064-3
https://doi.org/10.1016/b978-0-12-818630-5.14064-3
Autor:
Alicia C. Alonzo
Publikováno v:
Research Conference 2021: Excellent progress for every student: Proceedings and Program.
Like all models, learning progressions (LPs) provide simplified representations of complex phenomena. One key simplification is the characterisation of student thinking in terms of levels. This characterisation is both essential for large-scale appli
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1f0c037a81ad27fde35c5c1e88dc497b
https://doi.org/10.37517/978-1-74286-638-3_5
https://doi.org/10.37517/978-1-74286-638-3_5
Autor:
Alicia C. Alonzo, Andrew Elby
Publikováno v:
Cognition and Instruction. 37:1-37
As scientific models of student thinking, learning progressions (LPs) have been evaluated in terms of one important, but limited, criterion: fit to empirical data. We argue that LPs are not empirically adequate, largely because they rely on problemat
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d7623de8d8c6f52c7adb70cc96d6bb6a
https://doi.org/10.1080/07370008.2018.1539735
https://doi.org/10.1080/07370008.2018.1539735
Autor:
Alicia C. Alonzo, Won Jung Kim
Publikováno v:
Contributions from Science Education Research ISBN: 9783030744892
In order to make informed decisions about socioscientific issues (SSIs), people must evaluate the trustworthiness of associated knowledge claims. In this chapter, we apply Duncan et al.’s (J Res Sci Teach 55(7):907–937, 2018) Grasp of Evidence (G
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d7eb27490923c63ab4a121d8b8609ada
https://doi.org/10.1007/978-3-030-74490-8_12
https://doi.org/10.1007/978-3-030-74490-8_12
Autor:
Alicia C. Alonzo, Jiwon Kim
Publikováno v:
Teaching and Teacher Education. 76:283-297
This study explores the affordances of a video-based professional development workshop for supporting physics teachers' content-specific judgments about evidence of student thinking. We rated both the quality of teachers' discussions and the judgment
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9f78bdb8173e052078296c491a4e3c07
https://doi.org/10.1016/j.tate.2017.12.008
https://doi.org/10.1016/j.tate.2017.12.008
Publikováno v:
The Physics Teacher. 56:470-473
Addressing student conceptions with instruction has been a major issue in physics education for decades. However, too often the focus is on treating student ideas as “misconceptions” rather than as potentially productive ideas with varying degree
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d6d4ed213714e42768b9a1b7bc2dc1e9
https://doi.org/10.1119/1.5055332
https://doi.org/10.1119/1.5055332
Autor:
Alicia C. Alonzo
Publikováno v:
Applied Measurement in Education. 31:104-112
Learning progressions—particularly as defined and operationalized in science education—have significant potential to inform teachers’ formative assessment practices. In this overview article, I lay...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4805916cba1f35dcf0d60b6e00a62530
https://doi.org/10.1080/08957347.2017.1408630
https://doi.org/10.1080/08957347.2017.1408630