出版社：International Council of Associations for Science Education (ICASE)
摘要：Inquiry provides both the impetus and experience that helps students acquire problem solving and lifelong learning skills. Teachers on the Strategies for Assessment of Inquiry Learning in Science Project (SAILS) strengthened their inquiry pedagogy, through focusing on seeking assessment evidence for formative action. This paper reports on both the successes and dilemmas that taking this approach led to as 16 science teachers attempted to assess inquiry skills in high school classrooms.
