Paul Zachos - Academia.edu (original) (raw)
Papers by Paul Zachos
Science & education, Nov 1, 2004
The Science Teacher, Apr 1, 2006
The search for dependable knowledge is a basic human concern. An inescapable aspect of this searc... more The search for dependable knowledge is a basic human concern. An inescapable aspect of this search is the risk of error in making judgments and claims. All aspects of scientific investigation from initial conceptualization to final presentation of findings are fraught with possible error. Ideally, scientific methodology may be seen as a formalization of techniques that have evolved historically to provide scientific investigators with protection against various sources of error through control and counteraction. Explicit, constructive, and even creative approaches to dealing with error often constitute hallmarks of successful scientific research. Still, the role of error in the conduct of scientific research, and in the accumulation of scientific understanding is usually not part of science education. How should the concern for the quality and dependability of scientific knowledge make its way into science education curriculum? At what points in curriculum should the topics of error, and methods for dealing with error, be introduced? Findings from developmental psychology, cognitive science, and science education research can provide suggestions for the design of curricula that will help science students develop sensitivity, understanding, and competence in dealing constructively with the role of error in the development of dependable knowledge about the natural world.
Journal of Research in Science Teaching, 2000
... Paul Zachos 1,* ,; Thomas L. Hick 2 ,; William EJ Doane 3 ,; Cynthia Sargent 4. Article first... more ... Paul Zachos 1,* ,; Thomas L. Hick 2 ,; William EJ Doane 3 ,; Cynthia Sargent 4. Article first published online: 23 OCT 2000. DOI: 10.1002/1098-2736(200011)37:9<938::AID-TEA5>3.0.CO;2-S. Copyright © 2000 John Wiley & Sons, Inc. Issue. ...
Procedia - Social and Behavioral Sciences, 2010
Springer eBooks, Jan 17, 2006
Phenomena associated with the pendulum present numerous opportunities for assessing higher order ... more Phenomena associated with the pendulum present numerous opportunities for assessing higher order human capabilities related to scientific inquiry and the discovery of natural law. This paper illustrates how systematic assessment of scientific inquiry capabilities, using pendulum phenomena, can provide a useful tool for classroom teachers and program planners. Structured inquiry, a technique of teacher-facilitated student inquiry involving direct interaction between students and natural phenomena, is presented as a way to establish student competence in applying scientific inquiry capabilities (e.g., conceptualizing variation due to error). This approach to assessment can heighten student curiosity and provide a concrete referent for complementary cultural, historical, and scientific instruction. The role of assessment in constructively shaping science education programs is considered.
The Science Teacher, 2006
Byline: William E. J. Doane, Rebekah R. Rice, and Paul Zachos Picture this: It's the first we... more Byline: William E. J. Doane, Rebekah R. Rice, and Paul Zachos Picture this: It's the first week of September. You're giving your students a test to find out what they know about density before you begin teaching. Every student is fully engaged for 30 minutes in describing and interpreting the behavior of floating and sinking objects. You watch them struggle with the task but can see the excitement in their faces. They want to understand what they're seeing. You know that their desire to understand means they will be ready to learn the next time they walk into your classroom. That night, you score their tests. The next day, you're confident that your plans for instruction precisely meet their learning needs. Is this what happens in your classroom? If not, it can be. This article describes an alternative way of testing-a performance assessment-that is different both in process and goals from typical tests, but closer to what teachers believe assessment should be. Teach...
The search for dependable knowledge is a basic human concern. An inescapable aspect of this searc... more The search for dependable knowledge is a basic human concern. An inescapable aspect of this search is the risk of error in making judgments and claims. All aspects of scientific investigation from initial conceptualization to final presentation of findings are fraught with possible error. Ideally, scientific methodology may be seen as a formalization of techniques that have evolved historically to provide scientific investigators with protection against various sources of error through control and counteraction. Explicit, constructive, and even creative approaches to dealing with error often constitute hallmarks of successful scientific research. Still, the role of error in the conduct of scientific research, and in the accumulation of scientific understanding is usually not part of science education. How should the concern for the quality and dependability of scientific knowledge make its way into science education curriculum? At what points in curriculum should the topics of error...
Testing and particularly standardized tests are increasingly identified as sources of a host of i... more Testing and particularly standardized tests are increasingly identified as sources of a host of ills that afflict contemporary education. The ills have been widely catalogued and discussed (Kohn, 2000; Sacks, 1999). Testing and standardization are not, however, in themselves, the causes of these ills; to think so would be an error and a distraction, because the real problem is far deeper and more widespread. It lies in the noneducational uses of tests, an almost universal, unhealthy practice.
Science Education, Nov 1, 2004
Phenomena associated with the pendulum present numerous opportunities for assessing higher order ... more Phenomena associated with the pendulum present numerous opportunities for assessing higher order human capabilities related to scientific inquiry and the discovery of natural law. This paper illustrates how systematic assessment of scientific inquiry capabilities, using pendulum phenomena, can provide a useful tool for classroom teachers and program planners. Structured inquiry, a technique of teacher-facilitated student inquiry involving direct interaction between students and natural phenomena, is presented as a way to establish student competence in applying scientific inquiry capabilities (e.g., conceptualizing variation due to error). This approach to assessment can heighten student curiosity and provide a concrete referent for complementary cultural, historical, and scientific instruction. The role of assessment in constructively shaping science education programs is considered.
Procedia - Social and Behavioral Sciences, 2010
As we enter the 21 st century the increasing proliferation of tests which are used for noneducati... more As we enter the 21 st century the increasing proliferation of tests which are used for noneducational purposes has become the most serious problem facing the field of educational assessment. How can a test be non-educational? The answer to this question requires a look at the heart of the educational process. There, we find invisible processes taking place deep within students that we call learning. We also find observable processes under the direction of teachers that we call teaching or instruction.
Science & Education, 2004
Phenomena associated with the pendulum present numerous opportunities for assessing higher order ... more Phenomena associated with the pendulum present numerous opportunities for assessing higher order human capabilities related to scientific inquiry and the discovery of natural law. This paper illustrates how systematic assessment of scientific inquiry capabilities, using pendulum phenomena, can provide a useful tool for classroom teachers and program planners. Structured inquiry, a technique of teacher-facilitated student inquiry involving direct interaction between students and natural phenomena, is presented as a way to establish student competence in applying scientific inquiry capabilities (e.g., conceptualizing variation due to error). This approach to assessment can heighten student curiosity and provide a concrete referent for complementary cultural, historical, and scientific instruction. The role of assessment in constructively shaping science education programs is considered.
Journal of Research in Science Teaching, 2000
... Paul Zachos 1,* ,; Thomas L. Hick 2 ,; William EJ Doane 3 ,; Cynthia Sargent 4. Article first... more ... Paul Zachos 1,* ,; Thomas L. Hick 2 ,; William EJ Doane 3 ,; Cynthia Sargent 4. Article first published online: 23 OCT 2000. DOI: 10.1002/1098-2736(200011)37:9<938::AID-TEA5>3.0.CO;2-S. Copyright © 2000 John Wiley & Sons, Inc. Issue. ...
7th international history, philosophy of …, 2003
... 7th International History, Philosophy of Science and Science Teaching Conference Proceedings,... more ... 7th International History, Philosophy of Science and Science Teaching Conference Proceedings, Winnipeg, 2003:947-957 Approaching Error in Scientific Knowledge and Science Education PAUL ZACHOS 1 , ROBERT PRUZEK 2 , THOMAS HICK 3 ...
Procedia-Social and Behavioral Sciences, 2010
Science & education, Nov 1, 2004
The Science Teacher, Apr 1, 2006
The search for dependable knowledge is a basic human concern. An inescapable aspect of this searc... more The search for dependable knowledge is a basic human concern. An inescapable aspect of this search is the risk of error in making judgments and claims. All aspects of scientific investigation from initial conceptualization to final presentation of findings are fraught with possible error. Ideally, scientific methodology may be seen as a formalization of techniques that have evolved historically to provide scientific investigators with protection against various sources of error through control and counteraction. Explicit, constructive, and even creative approaches to dealing with error often constitute hallmarks of successful scientific research. Still, the role of error in the conduct of scientific research, and in the accumulation of scientific understanding is usually not part of science education. How should the concern for the quality and dependability of scientific knowledge make its way into science education curriculum? At what points in curriculum should the topics of error, and methods for dealing with error, be introduced? Findings from developmental psychology, cognitive science, and science education research can provide suggestions for the design of curricula that will help science students develop sensitivity, understanding, and competence in dealing constructively with the role of error in the development of dependable knowledge about the natural world.
Journal of Research in Science Teaching, 2000
... Paul Zachos 1,* ,; Thomas L. Hick 2 ,; William EJ Doane 3 ,; Cynthia Sargent 4. Article first... more ... Paul Zachos 1,* ,; Thomas L. Hick 2 ,; William EJ Doane 3 ,; Cynthia Sargent 4. Article first published online: 23 OCT 2000. DOI: 10.1002/1098-2736(200011)37:9<938::AID-TEA5>3.0.CO;2-S. Copyright © 2000 John Wiley & Sons, Inc. Issue. ...
Procedia - Social and Behavioral Sciences, 2010
Springer eBooks, Jan 17, 2006
Phenomena associated with the pendulum present numerous opportunities for assessing higher order ... more Phenomena associated with the pendulum present numerous opportunities for assessing higher order human capabilities related to scientific inquiry and the discovery of natural law. This paper illustrates how systematic assessment of scientific inquiry capabilities, using pendulum phenomena, can provide a useful tool for classroom teachers and program planners. Structured inquiry, a technique of teacher-facilitated student inquiry involving direct interaction between students and natural phenomena, is presented as a way to establish student competence in applying scientific inquiry capabilities (e.g., conceptualizing variation due to error). This approach to assessment can heighten student curiosity and provide a concrete referent for complementary cultural, historical, and scientific instruction. The role of assessment in constructively shaping science education programs is considered.
The Science Teacher, 2006
Byline: William E. J. Doane, Rebekah R. Rice, and Paul Zachos Picture this: It's the first we... more Byline: William E. J. Doane, Rebekah R. Rice, and Paul Zachos Picture this: It's the first week of September. You're giving your students a test to find out what they know about density before you begin teaching. Every student is fully engaged for 30 minutes in describing and interpreting the behavior of floating and sinking objects. You watch them struggle with the task but can see the excitement in their faces. They want to understand what they're seeing. You know that their desire to understand means they will be ready to learn the next time they walk into your classroom. That night, you score their tests. The next day, you're confident that your plans for instruction precisely meet their learning needs. Is this what happens in your classroom? If not, it can be. This article describes an alternative way of testing-a performance assessment-that is different both in process and goals from typical tests, but closer to what teachers believe assessment should be. Teach...
The search for dependable knowledge is a basic human concern. An inescapable aspect of this searc... more The search for dependable knowledge is a basic human concern. An inescapable aspect of this search is the risk of error in making judgments and claims. All aspects of scientific investigation from initial conceptualization to final presentation of findings are fraught with possible error. Ideally, scientific methodology may be seen as a formalization of techniques that have evolved historically to provide scientific investigators with protection against various sources of error through control and counteraction. Explicit, constructive, and even creative approaches to dealing with error often constitute hallmarks of successful scientific research. Still, the role of error in the conduct of scientific research, and in the accumulation of scientific understanding is usually not part of science education. How should the concern for the quality and dependability of scientific knowledge make its way into science education curriculum? At what points in curriculum should the topics of error...
Testing and particularly standardized tests are increasingly identified as sources of a host of i... more Testing and particularly standardized tests are increasingly identified as sources of a host of ills that afflict contemporary education. The ills have been widely catalogued and discussed (Kohn, 2000; Sacks, 1999). Testing and standardization are not, however, in themselves, the causes of these ills; to think so would be an error and a distraction, because the real problem is far deeper and more widespread. It lies in the noneducational uses of tests, an almost universal, unhealthy practice.
Science Education, Nov 1, 2004
Phenomena associated with the pendulum present numerous opportunities for assessing higher order ... more Phenomena associated with the pendulum present numerous opportunities for assessing higher order human capabilities related to scientific inquiry and the discovery of natural law. This paper illustrates how systematic assessment of scientific inquiry capabilities, using pendulum phenomena, can provide a useful tool for classroom teachers and program planners. Structured inquiry, a technique of teacher-facilitated student inquiry involving direct interaction between students and natural phenomena, is presented as a way to establish student competence in applying scientific inquiry capabilities (e.g., conceptualizing variation due to error). This approach to assessment can heighten student curiosity and provide a concrete referent for complementary cultural, historical, and scientific instruction. The role of assessment in constructively shaping science education programs is considered.
Procedia - Social and Behavioral Sciences, 2010
As we enter the 21 st century the increasing proliferation of tests which are used for noneducati... more As we enter the 21 st century the increasing proliferation of tests which are used for noneducational purposes has become the most serious problem facing the field of educational assessment. How can a test be non-educational? The answer to this question requires a look at the heart of the educational process. There, we find invisible processes taking place deep within students that we call learning. We also find observable processes under the direction of teachers that we call teaching or instruction.
Science & Education, 2004
Phenomena associated with the pendulum present numerous opportunities for assessing higher order ... more Phenomena associated with the pendulum present numerous opportunities for assessing higher order human capabilities related to scientific inquiry and the discovery of natural law. This paper illustrates how systematic assessment of scientific inquiry capabilities, using pendulum phenomena, can provide a useful tool for classroom teachers and program planners. Structured inquiry, a technique of teacher-facilitated student inquiry involving direct interaction between students and natural phenomena, is presented as a way to establish student competence in applying scientific inquiry capabilities (e.g., conceptualizing variation due to error). This approach to assessment can heighten student curiosity and provide a concrete referent for complementary cultural, historical, and scientific instruction. The role of assessment in constructively shaping science education programs is considered.
Journal of Research in Science Teaching, 2000
... Paul Zachos 1,* ,; Thomas L. Hick 2 ,; William EJ Doane 3 ,; Cynthia Sargent 4. Article first... more ... Paul Zachos 1,* ,; Thomas L. Hick 2 ,; William EJ Doane 3 ,; Cynthia Sargent 4. Article first published online: 23 OCT 2000. DOI: 10.1002/1098-2736(200011)37:9<938::AID-TEA5>3.0.CO;2-S. Copyright © 2000 John Wiley & Sons, Inc. Issue. ...
7th international history, philosophy of …, 2003
... 7th International History, Philosophy of Science and Science Teaching Conference Proceedings,... more ... 7th International History, Philosophy of Science and Science Teaching Conference Proceedings, Winnipeg, 2003:947-957 Approaching Error in Scientific Knowledge and Science Education PAUL ZACHOS 1 , ROBERT PRUZEK 2 , THOMAS HICK 3 ...
Procedia-Social and Behavioral Sciences, 2010