Determining the alignment between what teachers are expected to teach, what they know, and how they assess scientific literacy
Science education reform efforts have highlighted the need for a scientifically literate citizen, capable of using their scientific knowledge and skills for reasoning, argumentation, and decision-making. Yet little is known about secondary science teachers' understandings of these reform efforts, specifically their knowledge, skills, and abilities related to scientific literacy. In addition to reform efforts, education policies have been enacted by states that rate a teachers' effectiveness in part on their students' performance on high stakes assessments. This study used multiple methods to ...
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