Question 50

How is the Aristotelian model of motion that I have seen most students demonstrate, different from the impetus model that is often talked about in literature?

TEACHING STANDARD B:
Teachers of science guide and facilitate learning. In doing this, teachers

• Focus and support inquiries while interacting with students.
• Recognize and respond to student diversity and encourage all students to participate fully in science learning.

TEACHING STANDARD C:
Teachers of science engage in ongoing assessment of their teaching and of student learning. In doing this, teachers

• Use multiple methods and systematically gather data about student understanding and ability.

PROFESSIONAL DEVELOPMENT STANDARD B:
Professional development for teachers of science requires integrating knowledge of science, learning, pedagogy, and students; it also requires applying that knowledge to science teaching. Learning experiences for teachers of science must

• Connect and integrate all pertinent aspects of science and science education.

ASSESSMENT STANDARD A:
Assessments must be consistent with the decisions they are designed to inform.

• Assessments are deliberately designed.
• Assessments have explicitly stated purposes.
• The relationship between the decisions and the data is clear.
• Assessment procedures are internally consistent.

CONTENT STANDARD B: As a result of their activities in grades 9-12, all students should develop an understanding of

• Motions and forces

PROGRAM STANDARD A:
All elements of the K-12 science program must be consistent with the other National Science Education Standards and with one another and developed within and across grade levels to meet a clearly stated set of goals.

• In an effective science program, a set of clear goals and expectations for students must be used to guide the design, implementation, and assessment of all elements of the science program.

Curriculum frameworks should be used to guide the selection and development of units and courses of study.