Assessing students' understanding of inquiry: What do prospective science teachers notice?
Assessing students' understanding of inquiry: What do prospective science teachers notice?
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评估学生对探究的理解：未来的科学教师会注意到什么？
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
I. Novodvorsky
中科院分区：
文献类型：
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作者：
V. Talanquer;Debra J Tomanek;I. Novodvorsky
教师注意的理论结构允许数学教师教育工作者通过观察教师在课堂上注意的活动范围来审视教师的思维和实践。在这种教师思维研究方法的指导下，这项探索性研究的中心目标是确定未来的科学教师在评估另一位教师基于探究的单元中学生理解的证据时注意到了什么。我们的结果是基于对43名未来教师对以视频案例和相关文字制品的形式呈现给他们的评估证据的定性分析。对我们的数据的分析显示，我们的研究参与者注意到了两大类元素，一般任务和特定任务。任务-一般要素包括对学习目标、独立的学生作业和陈述问题的关注，它们通常用于指导或限定被评估的具体询问技能。任务特定的要素包括注意学生执行调查的不同部分的能力。总体而言，研究参与者在探究的背景下注意到学生工作的重要的一般和具体方面。然而，他们优先注意与设计调查有关的过程技能，而不是与分析数据和产生结论有关的做法。此外，他们对评估结果的解释主要集中在一般科学过程技能的展示上，而对学生想法的认识论有效性或科学合理性的分析则少之又少。我们的结果为未来教师设计有意义的学习体验提供了洞察力，这些学习体验引发、挑战和丰富了他们在探究背景下对学生理解的概念。©2013威利期刊公司J Res Sci Teach 50：189-208,2013
The theoretical construct of teacher noticing has allowed mathematics teacher educators to examine teacher thinking and practice by looking at the range of activities that teachers notice in the classroom. Guided by this approach to the study of teacher thinking, the central goal of this exploratory study was to identify what prospective science teachers notice when evaluating evidence of student understanding in another teacher's inquiry-based unit. Our results are based on the qualitative analysis of 43 prospective teachers' evaluations of assessment evidence presented to them in the form of a video case and associated written artifacts. Analysis of our data revealed two major categories of elements, Task-General and Task-Specific, noticed by our study participants. Task-General elements included attention to learning objectives, independent student work, and presentation issues and they often served to guide or qualify the specific inquiry skills that were evaluated. Task-Specific elements included the noticing of students' abilities to perform different components of an investigation. In general, study participants paid attention to important general and specific aspects of student work in the context of inquiry. However, they showed preferential attention to those process skills associated with designing an investigation versus those practices related to the analysis of data and generation of conclusions. Additionally, their interpretations of assessment outcomes were largely focused on the demonstration of general science process skills; much less attention was paid to the analysis of the epistemological validity or scientific plausibility of students' ideas. Our results provide insights into the design of meaningful learning experiences for prospective teachers that elicit, challenge, and enrich their conceptions of student understanding in the context of inquiry. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:189–208, 2013