Overview

Uncovering Student Ideas in Physical Science, Volume 3 offers 32 new formative assessment probes to help you understand how your students (and even you!) think about matter and energy core ideas. The 11th book in the Uncovering Student Ideas in Science series (see pp. 22–23), this volume delivers the same teacher-friendly features that have made the series a bestseller among educators at all grade levels. It also provides all 32 probes in both Spanish and English. This new volume is organized into four sections: (1) the concept of matter and particle model of matter; (2) properties of matter; (3) classifying matter, chemical properties, and chemical reactions; and (4) nuclear processes and energy. The probes are short and easy to administer. They’ll help you uncover students’ existing beliefs about everything from a particle model of matter to ways of describing energy. Armed with insights into your students’ thinking, you can use the teacher materials to make informed instructional decisions. Because the content is explained in clear, everyday language, science novices can improve their own understanding of the content they teach. With Uncovering Student Ideas in Physical Science, Volume 3, you’ll be ready for the important next step: choosing the instructional path that will work best with your learning goal, your students’ preconceptions, and the diverse learners in your classroom.

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9781681406046

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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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