Development of the Investigation Design, Explanation, and Argument Assessment for General Chemistry I Laboratory
Development of the Investigation Design, Explanation, and Argument Assessment for General Chemistry I Laboratory
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普通化学I实验室调查设计、解释和论证评估的开发
DOI：
10.1021/acs.jchemed.0c01075
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发表时间：
2021
影响因子：
3
通讯作者：
Walker, Joi P.
中科院分区：
文献类型：
--
作者：
Hosbein, Kathryn N.;Alvarez-Bell, Rosa;Callis-Duehl, Kristine L.;Sampson, Victor;Wolf, Steven F.;Walker, Joi P.
在过去的十年里，人们多次呼吁将科学实践教学纳入科学实验室课程中。为了实现这一目标，必须对实验课程中使用的课程标准、教学计划和评估体系进行改变。论证驱动探究 (ADI) 教学模式是一种可在实验室课程中使用的教学计划，可帮助学生学习调查设计、收集和分析数据、论证生成和批判以及科学写作等科学实践。本文介绍了课程结束评估的开发，即普通化学 I 实验室的调查设计、解释和论证评估 (IDEAA-GC1)，教育工作者可以在将 ADI 教学模型纳入普通化学 I 实验室后，用它来衡量学生使用科学实践的能力。这种新工具具有很强的表面和内容有效性以及一致的教师评分。该工具的表面有效性是根据教师和学生的反馈对 IDEAA-GC1 进行迭代修订而建立的。内容有效性是通过将 IDAA-GC1 与科学实践以及三维学习评估协议和通用化学锚定概念内容图所描述的锚定概念相结合而建立的。
There have been multiple calls to incorporate the teaching of scientific practices within science laboratory courses over the past decade. To accomplish this goal, changes must be made to the curriculum standards, instructional programs, and assessment-evaluation systems used in laboratory courses. One instructional program that can used in a laboratory course to help students learn scientific practices such as investigation design, collecting and analyzing data, argument generation and critique, and science writing is the argument-driven inquiry (ADI) instructional model. This article describes the development of an end-of-course assessment, the Investigation Design, Explanation, and Argument Assessment for General Chemistry I Laboratory (IDEAA-GC1), that educators can use to measure students’ ability to use scientific practices after incorporating the ADI instructional model into the General Chemistry I Laboratory. This new instrument has strong face and content validity as well as consistent instructor grading. The face validity of the instrument was established through iterative revisions of the IDEAA-GC1 based on faculty and student feedback. Content validity was established through the alignment of the IDEAA-GC1 with scientific practices and anchoring concepts as described by the Three-Dimensional Learning Assessment Protocol and the General Chemistry Anchoring Concepts Content Map.
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DOI：
--
发表时间：
2009
期刊：
影响因子：
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V. Sampson;Jonathon Grooms;J. Walker
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发表时间：
2011
期刊：
影响因子：
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作者：
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