"ERIC ED563187: Foundations Of Science Literacy: Using Instruction-Embedded Formative Assessment To Strengthen The Relation Between Gains In Teacher Pedagogical Content Knowledge And Children's Scientific Thinking" - Information and Links:

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"ERIC ED563187: Foundations Of Science Literacy: Using Instruction-Embedded Formative Assessment To Strengthen The Relation Between Gains In Teacher Pedagogical Content Knowledge And Children's Scientific Thinking" and the language of the book is English.


“ERIC ED563187: Foundations Of Science Literacy: Using Instruction-Embedded Formative Assessment To Strengthen The Relation Between Gains In Teacher Pedagogical Content Knowledge And Children's Scientific Thinking” Metadata:

  • Title: ➤  ERIC ED563187: Foundations Of Science Literacy: Using Instruction-Embedded Formative Assessment To Strengthen The Relation Between Gains In Teacher Pedagogical Content Knowledge And Children's Scientific Thinking
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  • Language: English

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  • Internet Archive ID: ERIC_ED563187

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"ERIC ED563187: Foundations Of Science Literacy: Using Instruction-Embedded Formative Assessment To Strengthen The Relation Between Gains In Teacher Pedagogical Content Knowledge And Children's Scientific Thinking" Description:

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The need for a scientifically-literate American population has gained great prominence on the educational landscape of priorities over the past decade; young children will be increasingly exposed to the STEM fields and encouraged to excel in these areas. Professional development is key to assuring that early childhood teachers provide children with cognitively-challenging early learning experiences. Focusing on the Head Start community, "Foundations of Science Literacy" (FSL) is a credit-bearing professional development course that directly addresses the achievement gap in early science education. The program not only addresses an urgent need, it also integrates the resources, structure, and support that preschool teachers need to improve early science learning and teaching. First, based on data from an efficacy study nearing completion, the authors assess whether "FSL without" embedded formative assessments leads to gains in preschool children. Second, drawing on insights from a new development project, the authors describe how instruction-embedded formative assessment can be used to "strengthen" and "clarify" the relation between gains in teacher pedagogical content knowledge and gains in children's scientific thinking. For the efficacy study, FSL was implemented in the greater New York City area and the population included preschool teachers and a sample of children in their classrooms using a randomized controlled trial (RCT) design. The authors highlight a promising approach to learning from mixed (summative) results using formative assessment to provide more nuanced information about children's learning over time and to allow teachers to tailor instruction so that it is more effective. One figure is appended.

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