ABSTRACT
The research project described in this chapter explored how, through focusing on students’ writing in science notebooks, preservice teachers came to see students’ writing in science as an important tool to improve teaching and learning. Using science notebooks in science methods courses affected preservice teachers’ understanding of and predicted use of formative assessment involving students’ writing in science notebooks. The National Science Education Standards [National Research Council (NRC), 1996] have called for teachers to continually assess their students’ scientific understanding and reasoning and their students’ achievement and opportunity to learn. Teachers are encouraged to plan for opportunities where their students can discuss and display their levels of science understanding (NRC, 2001b). In order to implement these recommendations and focus on the learning of each student, teachers may need to employ formative assessments; assessing or helping students assess current levels of understanding and then helping the students with strategies to reach predetermined learning and performance goals (Sadler, 1989).
