Synopsis
Nationally known science educator Page Keeley―principal author of the hugely popular, four-volume NSTA Press series Uncovering Students Ideas in Science―has teamed up with physicist and science educator Rand Harrington to write this first volume in their new series on physical science. They begin with one of the most challenging topics in physical science: force and motion. The 45 assessment probes in this book enable teachers to find out what students really think about key ideas in force and motion. The Teacher Notes, which can be used before and after administering the probe, provide background information on • the purpose of the probe; • related concepts; • an explanation―for the teacher―of the force and motion idea being taught; • related ideas in Benchmarks for Science Literacy and the National Science Education Standards; • research on typical student misconceptions related to the force and motion concept; and • suggestions for instruction and assessment. The book specifies grade spans―K-4, 5–8, 9–12―for each probe, based on state and national standards, and suggests ways to adapt a probe for a different grade span or context.
About the Author
Page Keeley is the senior science program director at the Maine Mathematics and Science Alliance (MMSA). She directs projects in the areas of leadership, professional development, standards and research on learning, formative assessment, and mentoring and coaching, and consults with school districts and organizations nationally. She has been the principal investigator on three NSF-funded projects: the Northern New England Co-Mentoring Network, a school-based mentoring program that supported science and mathematics professional learning communities for middle and high school mentors and new teachers; Curriculum Topic Study- A Systematic Approach to Utilizing National Standards and Cognitive Research; and PRISMS- Phenomena and Representations for Instruction of Science in Middle School, a National Digital Library collection of Web resources aligned to standards and reviewed for instructional quality. In addition she is a co-PI on two statewide projects: Science Content, Conceptual Change, and Collaboration (SC4), a state MSP focused on conceptual change teaching in the physical sciences for K–8 teachers and a National SemiConductor Foundation grant on Linking Science, Inquiry, and Language Literacy (L-SILL). Keeley is the author of ten nationally published books, including four books in the Curriculum Topic Study series (Corwin Press), four volumes in the Uncovering Student Ideas in Science: 25 Formative Assessment Probes series (NSTA Press), Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning (Corwin and NSTA Press), and Mathematics Formative Assessment: 50 Practical Strategies for Linking Assessment, Instruction, and Learning (in press). Keeley taught middle and high school science for 15 years. At that time she was an active teacher leader at the state and national level. She received the Presidential Award for excellence in Secondary Science Teaching in 1992 and the Milken National Educator Award in 1993. She has served as an adjunct instructor at the University of Maine, is a Cohort 1 Fellow in the National Academy for Science and Mathematics Education Leadership, served as a science literacy leader for the AAAS/Project 2061 Professional Development Program, and has served on several national advisory boards. She is a frequent speaker at national conferences and served as the 63rd President of the National Science Teachers Association (NSTA) for the 2008-09 term.
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