This work was completed at the University of Maryland, and the ideas expressed in this paper were refined through lively, often heated and contested, discussions among the authors and members of the University of Maryland Physics and Science Education Research Groups.
Science Studies and Science Education
Making classroom assessment more accountable to scientific reasoning: A case for attending to mechanistic thinking†
Version of Record online: 7 OCT 2008
Copyright © 2008 Wiley Periodicals, Inc.
Volume 93, Issue 5, pages 875–891, September 2009
How to Cite
Russ, R. S., Coffey, J. E., Hammer, D. and Hutchison, P. (2009), Making classroom assessment more accountable to scientific reasoning: A case for attending to mechanistic thinking. Sci. Ed., 93: 875–891. doi: 10.1002/sce.20320
Any opinions, findings, conclusions, or recommendations in this article are those of the authors.
- Issue online: 27 JUL 2009
- Version of Record online: 7 OCT 2008
- Manuscript Revised: 29 AUG 2008
- Manuscript Accepted: 29 AUG 2008
- Manuscript Received: 28 MAY 2008
- National Science Foundation. Grant Number: ESI-9986846, REC-0440113, and ESI-0227557
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