期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2019
卷号：15
期号：5
页码：1-9
DOI：10.29333/ejmste/105848
出版社：Pamukkale Univ Dept Sci Education
摘要：An element of social justice to be promoted through Environmental Education (EE) is
that it questions some features of existing power relationships in education and
community. In this paper, we describe an unusual and versatile assessment procedure
supported by the blended learning platform that provides a wealth of insight into
thinking. It has been trialed with secondary science students in the UK, and with STEM
teacher educators in Uruguay and through Edmodo social learning platform under
SEAMEO networking school project initiative. The study discovered that educators
provide only a few questions, whereas younger participants provide many. We will also
describe a session with Uruguayan STEM teacher educators learning to use this unusual
method in their teacher training programs. In conclusion, the question generating that
is proposed in this study was found to be a useful method for formative assessment
both for pupils and for teachers in training especially suited when it is supported by
blended learning platforms and digital tools. It provides insights into the way in which
participants are thinking about a content area, giving information about the depth and
security of understanding and potentially revealing misconceptions.
关键词：assessment; secondary students; science education supported by blended;
learning; social justice
