Assessment of Scientific Practice Proficiency and Content Understanding Following an Inquiry-Based Laboratory Course
Assessment of Scientific Practice Proficiency and Content Understanding Following an Inquiry-Based Laboratory Course
复制标题
基于探究的实验室课程后科学实践熟练程度和内容理解的评估
DOI：
10.1021/acs.jchemed.2c00578
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发表时间：
2022
影响因子：
3
通讯作者：
Walker, Joi
中科院分区：
文献类型：
--
作者：
Hosbein, Kathryn;Walker, Joi
几十年来，以探究为基础的活动能够通过从事科学的过程来教授和学习科学概念，这是有道理的。实验室课程为学生提供了一个独特的环境，让他们有机会学习提出问题、计划和进行调查、分析数据和构建科学论点。然而，大多数中学后实验室课程仍然严重依赖验证性实验室活动。实施探究式实验室实验的问题之一是评估学生的成绩以证明教学效果的问题。普通化学实验室第一学期的调查设计、解释和论证评估(IDEAA-GC1)的设计和评分一致性已经在前面描述过了。IDEAA-GC1是普通化学I级的实践性实验室评估，衡量学生设计和进行调查、分析和解释数据以及构建论点的能力。本研究通过两个科学实践来检验探究式实验室课程在培养学生熟练程度方面的影响：(1)计划和实施调查；(2)产生科学论证。这份手稿提供了对学生(N=325)对评估的反应的分析，评估表明学生在不同程度上精通科学实践，以及基于学生内容知识的局限性。
For decades, the case has been made for inquiry-based activities that enable teaching and learning of science concepts through the process of doing science. Laboratory courses provide a unique setting with opportunities for students to learn to ask questions, plan and carry out investigations, analyze data, and construct scientific arguments. Yet, most postsecondary laboratory courses still rely heavily on confirmatory laboratory activities. One of the problems regarding the implementation of inquiry-type laboratory experiments is the issue of assessing students’ achievement to demonstrate pedagogical effectiveness. The design and scoring consistency of the Investigation Design, Explanation, and Argument Assessment for the first semester of General Chemistry Laboratory (IDEAA-GC1) has been described previously. The IDEAA-GC1 is a practical laboratory assessment for General Chemistry I that measures student ability to design and conduct an investigation, analyze and interpret data, and construct an argument. This study examines the impact of an inquiry-based laboratory course in developing student proficiency with two scientific practices: (1) plan and carry out an investigation and (2) generate a scientific argument. This manuscript presents the analysis of student responses (N= 325) to the assessment which indicated proficiency with both scientific practices to varying degrees as well as the limitations based on student content knowledge.
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DOI：
10.20982/tqmp.08.1.p023
发表时间：
2012
期刊：
Tutorials in quantitative methods for psychology
影响因子：
--
作者：
Hallgren KA
通讯作者：
Hallgren KA
你就是你所评估的：在化学评估中强调化学的案例
影响因子：
3
作者：
Stowe, Ryan L.;Scharlott, Leah J.;Ralph, Vanessa R.;Becker, Nicole M.;Cooper, Melanie M.
通讯作者：
Cooper, Melanie M.
普通化学I实验室调查设计、解释和论证评估的开发
影响因子：
3
作者：
Hosbein, Kathryn N.;Alvarez-Bell, Rosa;Callis-Duehl, Kristine L.;Sampson, Victor;Wolf, Steven F.;Walker, Joi P.
通讯作者：
Walker, Joi P.
K-12 科学教育框架
DOI：
--
发表时间：
2012
期刊：
影响因子：
--
作者：
Helen R. Quinn
通讯作者：
Helen R. Quinn
影响因子：
3
作者：
Underwood, Sonia M.;Posey, Lynmarie A.;Herrington, Deborah G.;Carmel, Justin H.;Cooper, Melanie M.
通讯作者：
Cooper, Melanie M.