TY  - JOUR
TI  - A Review of the Assessment Tools for the Student-Led Cognitive Outcomes/Contributions in the Sense of Inquiry-based Teaching
AB  - The purpose of this review is to summarise an array of tools both for science teachers andparticularly for science teacher educators to reconsider student-led cognitive outcomes that are initiatedand maintained within the in-class science inquiry activities. For this purpose, first, the essentialcharacteristics of the inquiry-based teaching are described and Bloomian taxonomies in assessing thestudent-led outcomes and student-led intellectual contributions to the classroom discourse is interrogated.Based on the multifaceted and social-interactive characteristics of the inquiry-based teaching, fourassessment tools are displayed, justified and exemplified for the pedagogical purposes of the scienceteaching and learning. The assessment tools are gathered from six different groups of scholars’ researchefforts. As a whole, the tools are able to assess the quantitative-qualitative student-led outcomes, thestudents’ capacities of operating inquiry skills and practices, the students’ abilities to attain evidence-basedreasoning and the students’ capabilities to generate varying degrees of argumentation. Concrete andfictional instances and potential in-class uses of the offered tools are clarified for the science educators andscience teachers
AU  - SOYSAL, YILMAZ
PY  - 2018
JO  - İlköğretim Online (elektronik)
VL  - 17
IS  - 3
SN  - 1305-3515
SP  - 1476
EP  - 1495
DB  - TRDizin
UR  - http://search/yayin/detay/329545
ER  -