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|Other Titles:||The Application of Problem-Solving on the Assessment of Science Learning Achievement|
National Taiwan Normal University Science Education Center
One of the major purposes of science instruction is to foster students to be a problem solver. The processes of problem-solving involved the using of declarative and procedural knowledge. By means of problem-solving, it could not only help science teachers to know how students organizing and utilizing their knowledge, but promote students constructing knowledge and thinking actively. In view of these advantages, it is a suitable way to assess the achievement of science learning by problem-solving. The objective of this paper is to inquire the availability of problem-solving as a assessment of science learning achievements. This paper was organized into six sections. The introduction section clarified the relationship between instruction and assessment, and argued that it was appropriate to use problem-solving as a method to assess science learning achievement in terms of cognitive psychology and constructivism. The second section analyzed the nature of problem-solving and the relationship between problem solving and knowledge. The third section introduced the strategies and processes of problem solving. The fourth section listed the differences between the experts and novices on the science problem solving performances. The fifth section described the implications of the results of science problem solving researches. The conclusion section contained both the remark of the relationships among instruction, learning and assessment, and the future development of problem solving.
|Appears in Collections:||科學教育月刊|
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