Abstract
Phenomena associated with the pendulum present numerous opportunities for assessing higher order human capabilities related to scientific inquiry and the discovery of natural law. This paper illustrates how systematic assessment of scientific inquiry capabilities, using pendulum phenomena, can provide a useful tool for classroom teachers and program planners. Structured inquiry, a technique of teacher-facilitated student inquiry involving direct interaction between students and natural phenomena, is presented as a way to establish student competence in applying scientific inquiry capabilities (e.g., conceptualizing variation due to error). This approach to assessment can heighten student curiosity and provide a concrete referent for complementary cultural, historical, and scientific instruction. The role of assessment in constructively shaping science education programs is considered.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
