Keeley et al

This is an introduction chapter to a book that focuses on formative assessment, specifically on the "probes" or questioning techniques which can be applied by teachers. These probes are designed to bring students' misconceptions out into the open. Research has pointed to the most commonly held misconceptions, and these are included as possible answers to the probing questions. In order to be considered formative, findings about student preconceptions must then be used to make changes in teaching methods or provide feedback to students.

I will definitely use formative assessment probes in my classroom. The reason they are so important is because teachers need to know students' background knowledge in order to teach them something new. Based on their prior experiences, students' ideas about science are very strong, so it is best for teachers to build from those ideas and address unscientific ideas head-on if needed.

One thing I didn't agree with in this chapter was the idea that misconceptions should be considered "alternate frameworks" instead. The authors argue that students' ideas may conflict with a scientist's formal ideas but might not be completely incorrect. Even though it's important to stress that science is all about testing unproven theories, I feel like this terminology just gives students more reason to continue believing in their misconceptions.

At first, I was also concerned with how the chapter presented the idea of "probing questions" as part of a paper-and-pencil pre-test. I remember doing this throughout all my years in school and never truly understanding the purpose. It was usually just a multiple choice test that we never saw again after the first day of class. I think that it could be helpful to inform students about the idea of misconceptions so they have a better understanding of the pre-test. Maybe a teacher could even demonstrate how misconceptions are often carried with students throughout all their schooling (as we saw in the video about astronomy concepts).

Another important thing that was missing from these pre-tests was the reasoning behind our answers. Without this information, my teachers didn't understand the details of my misconceptions, so how could they effectively work to change them? The conversation between student and teacher is what brings out the child's ideas. I was glad that the chapter mentioned other ways to use probes--through journaling or discussions, for instance--because I think the paper-and-pencil pre-test can get old. Talking or journaling can lead to more engagement and deep thinking about the topic as well.