Mapping Student Understanding in Chemistry: The Perspectives of Chemists
Mapping Student Understanding in Chemistry: The Perspectives of Chemists
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DOI：
10.1002/sce.20292
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发表时间：
2009-01-01
影响因子：
4.3
通讯作者：
Stacy, Angelica
中科院分区：
文献类型：
--
作者：
Claesgens, Jennifer;Scalise, Kathleen;Stacy, Angelica
初步的试点研究和实地研究表明，一个可概括的概念框架校准项目反应模型可以用来描述学生的化学概念理解的发展。ChemQuery是一个评估系统，它使用学科中的关键思想框架，称为化学家的观点，并使用项目反应模型（项目反应理论（IRT））进行标准参考分析，以映射学生的进步。它包括评估问题，评分规则，项目范例，以及一个框架来描述学生理解出现的路径。标准参照测量不可或缺的一部分是关注被测量的内容：评估的意图、目的以及使用评估的背景。视角框架允许我们开始叙述学生在教学过程中“学习”时理解的发展，帮助形成教育科学标准之间的交叉，并强调科学推理与领域知识的重要性。在这里，我们解释了一个框架，我们已经调查了化学和学生理解的措施，以描述在高中和大学水平的概念理解的发展提供证据。(C)2008 Wiley Periodicals，Inc.科学艾德93：56-85，2009
Preliminary pilot studies and a field study show how a generalizable conceptual framework calibrated with item response modeling can be used to describe the development of student conceptual understanding in chemistry. ChemQuery is an assessment system that uses a framework of the key ideas in the discipline, called the Perspectives of Chemists, and criterion-referenced analysis using item response models (item response theory (IRT)) to map student progress. It includes assessment questions, a scoring rubric, item exemplars, and a framework to describe the paths of student understanding that emerge. Integral to criterion-referenced measurement is a focus on what is being measured: the intention of the assessment, its purpose, and the context in which it is going to be used. The Perspectives framework allows us to begin to narrate the development of understanding that occurs as students "learn" over the course of instruction, helping to form a crosswalk among educational science standards and underscore the importance of scientific reasoning with domain knowledge. Here, we explain a framework we have investigated in chemistry and present evidence on measures of student understanding to describe the development of conceptual understanding at the high school and university levels. (C) 2008 Wiley Periodicals, Inc. Sci Ed 93:56-85, 2009