Supporting Senior Biology Student Teachers' Modern Genetics Knowledge through a Formative Assessment Design Cycle (FADC) Program Based on Learning Progressions

Autor/inn/en	Taskin, Nazli Ruya; Ozgur, Sami
Titel	Supporting Senior Biology Student Teachers' Modern Genetics Knowledge through a Formative Assessment Design Cycle (FADC) Program Based on Learning Progressions
Quelle	In: International Journal of Research in Education and Science, 5 (2019) 2, S.602-614 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9955
Schlagwörter	Biology; Genetics; Knowledge Level; Formative Evaluation; Design; Foreign Countries; Science Teachers; Science Education; Student Teachers; Preservice Teacher Education; Teaching Methods; Turkey + Suchen Sie Ihr Suchwort? Biologie; Humangenetik; Wissensbasis; Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Türkei
Abstract	Learning progressions (LPs) gained popularity and importance in the science education field to guide curriculum designers, teachers and researchers as a useful tool to bridge between curriculum, instruction and assessment. Although teachers' professional development can be built through learning progressions these LPs do not describe the ways that teachers can improve as practitioners to scaffold student learning. Research-based, five-step Formative Assessment Design Cycle (FADC) is an iterative professional development cycle which helps teachers to design and effectively use of formative assessments in classroom settings. Within this context, this paper investigates senior biology student teachers' modern genetics knowledge before and after a formative assessment design cycle (FADC) program based on learning progressions. (As Provided).
Anmerkungen	International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01