Assessing Modeling Competence with Questionnaires
Assessing Modeling Competence with Questionnaires
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通过问卷评估建模能力
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Moritz Krell
中科院分区：
文献类型：
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作者：
Sabrina Mathesius;Moritz Krell
学生、职前教师和在职教师的建模能力是科学教育研究的一个重要问题，因为它影响着评价和教学。大量研究采用了不同的方法，从访谈到封闭式任务。在本章中，我们的目的是提供一个概述的研究，采用开放式任务或封闭式任务作为一种方式来引发学生，职前教师和在职教师的理解模型和建模。我们提出了不同的评估工具，包含，例如，多项选择，强迫选择，或评级量表的任务，并总结了这些工具的研究的主要结果。作为第二步，跨这些研究的结果进行了比较，并根据目前的教育测试标准，每个工具的优点和局限性的目的，评估和诊断的角度模型和建模的科学进行了讨论。将所有方面结合在一起，说明了任务和测试开发的各种方法，特别是包括验证方法的概念。
Students’ as well as pre-service teachers’ and in-service teachers’ modeling competence is an important issue of research in science education due to its influence on both assessment and teaching. A large number of studies have used different methodological approaches, ranging from interviews to closed-ended tasks. In this chapter, we aim to provide an overview of the studies that have employed either open-ended tasks or closed-ended tasks as a way to elicit students’, pre-service teachers’, and in-service teachers’ understanding of models and modeling. We present different assessment instruments that contain, for example, multiple-choice, forced-choice, or rating scale tasks and summarize the main findings of studies on these instruments. As a second step, the results across these studies are compared, and, based on current standards for educational testing, the advantages and limitations of each of the instruments regarding the purpose of assessing and diagnosing perspectives on models and modeling in science are discussed. Bringing all aspects together, a variety of approaches for task and test development are illustrated, including concepts with regard to validation methods in particular.