在过去10年里,科学教育领域相当大的兴趣都集中在对于科学学科学习中假设性的进程的研究。这些研究成果给评测的实践提供了新的可能性,无论是形成性评测还是总结性评测。本文探讨了在探究式科学教育课堂中学习进程对于教与学环节的可能贡献。本文借鉴了参与加拿大政府资助的改善学生学习计划的阿尔伯塔教师的经验和一些最近的对于科学课堂中学习进程作用的研究报告。 In the past decade, considerable interest in science education has focused on the study of hypothetical processes in the study of science. These findings provide new possibilities for the practice of evaluation, whether formative or summative. This article explores the possible contribution of the learning process to teaching and learning in an inquiry-style science education class. This article draws on the experience of Alberta teachers who participated in the Canadian government-funded program of improving student learning and some recent research reports on the role of learning in the science classroom.