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Direct linkRyoo, Kihyun; Linn, Marcia C. – Theory Into Practice, 2015
Typical assessment systems often measure isolated ideas rather than the coherent understanding valued in current science classrooms. Such assessments may motivate students to memorize, rather than to use new ideas to solve complex problems. To meet the requirements of the Next Generation Science Standards, instruction needs to emphasize sustained…
Descriptors: Secondary School Science, Middle School Students, Science Instruction, Biological Sciences
