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001 9910828932403321
005 20190911112725.0
010   $a1-938946-65-0
035   $a(OCoLC)881386569
035   $a(MiFhGG)GVRL9IXE
035   $a(EXLCZ)993710000000356454
100   $a20140307h20142014  uy             0
101 0 $aeng
135   $aurun|---uuuua
181   $ctxt
182   $cc
183   $acr
200 10$aWhat are they thinking? $epromoting elementary learning through formative assessment /$fPage Keeley
210  1$aArlington, Virginia :$cNSTA Press, National Science Teachers Association,$d[2014]
210  4$d?2014
215   $a1 online resource (xx, 226 pages) $cillustrations
225 0 $aGale eBooks
300   $aBibliographic Level Mode of Issuance: Monograph
311   $a1-938946-25-1 
320   $aIncludes bibliographical references and index.
327   $a1. "Doing" science -- 2. "More A--More B" rule -- 3. Does it have a life cycle? -- 4. To hypothesize or not? -- 5. How far did it go? -- 6. Needs of seeds -- 7. The mitten problem -- 8. Is it living? -- 9. With a purpose -- 10. Where are the stars? -- 11. Pushes and pulls -- 12. Teachers as classroom researchers -- 13. Representing microscopic life -- 14. The daytime moon -- 15. Seeing the light -- 16. Food for plants : a bridging concept -- 17. Where did the water go? -- 18. Confronting common folklore : catching a cold -- 19. Talking about shadows -- 20. Birthday candles : visually representing ideas -- 21. Mountain age : creating a classroom profile -- 22. Using the P-E-O technique -- 23. Labeling versus explaining -- 24. When equipment gets in the way -- 25. Is it a rock? Continuous formative assessment -- 26. Is it a solid? Claim cards and argumentation -- 27. When is the next full moon? Using K-2 concept cartoons -- 28. Pendulums and crooked swings : connecting science and engineering -- 29. Is it melting? Formative assessment for teacher learning -- 30. Is it made of parts? Scaffolding a formative assessment probe.
330   $aThis book will help draw out and then recognize what students know--or think they know--about the natural world. It provides easy-to-grasp explanations and advice that tell how to encourage evidence-based discussion and then monitor students' understanding.
606   $aEducation, Elementary$zUnited States
606   $aEducation, Elementary$zUnited States$xEvaluation
606   $aEducation, Elementary$xAims and objectives
606   $aEducational evaluation$zUnited States
606   $aInquiry-based learning$zUnited States
615  0$aEducation, Elementary
615  0$aEducation, Elementary$xEvaluation.
615  0$aEducation, Elementary$xAims and objectives.
615  0$aEducational evaluation
615  0$aInquiry-based learning
676   $a372
700   $aKeeley$b Page$01633230
801  0$bMiFhGG
801  1$bMiFhGG
906   $aBOOK
912   $a9910828932403321
996   $aWhat are they thinking$93978644
997   $aUNINA