Promoting inquiry-based science instruction: The validation of the Ccience Teacher Inquiry Rubric (STIR)
Promoting inquiry-based science instruction: The validation of the Ccience Teacher Inquiry Rubric (STIR)
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促进基于探究的科学教学：科学教师探究量规（STIR）的验证
DOI：
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发表时间：
2003
期刊：
影响因子：
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通讯作者：
Karen M. Beerer
中科院分区：
文献类型：
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作者：
Alec M. Bodzin;Karen M. Beerer
《国家科学教育标准》承认，探究式教学对培养具有科学素养的学生有着重要的前景。《科学教师探究问卷》(STIR)是根据《国家科学教育标准》(NRC，2000)关于探究教学的基本特征而制定的。通过对10名科学教师进行有目的的抽样，进行了一项初步研究，以确定该量表既是一种观察工具，也是一种自我反省工具。虽然该工具的总体相关性(r=.58)不支持将其用作自我评估工具，但两个评分员之间的完美相关性(r=1)证实了STIR是一种有效的观察工具。此外，该工具的验证为科学课堂中的探究教学提供了各种见解。
The National Science Education Standards recognize that inquiry-based instruction holds significant promise for developing scientifically literate students. The Science Teacher Inquiry Rubric (STIR) was developed based upon the National Science Education Standards’ essential features of inquiry instruction (NRC, 2000). A pilot study using a purposive sample of ten science teachers was conducted to establish the rubric as both an observation tool and a self-reflection instrument. While the overall correlation of the instrument (r=.58) does not support its use as a self-assessment instrument, a perfect correlation between two raters (r=1) established the STIR as an effective observation tool. Additionally, the validation of the instrument provided various insights into the teaching of inquiry in science classrooms.