Development and Implementation of a Comprehensive Evaluation Model for Science Teacher Preparation Programs

科学教师预备课程综合评价模型的开发与实施

• 批准号: 0088046
• 负责人: Vicente Talanquer
• 金额: $ 14.23万
• 依托单位: University of Arizona
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2001
• 资助国家: 美国
• 起止时间: 2001-06-01 至 2004-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0088046&HistoricalAwards=false
• 关键词: Development; Implementation; Comprehensive; Evaluation; Model

Interdisciplinary (99) This project is a collaborative effort among faculty members in several departments in the College of Science and in the College of Education of the University of Arizona. These faculty are designing a formative assessment process for a set of newly designed courses for pre-service teachers. Because there is a paucity of comprehensive models that can be used to assess the effectiveness of actual teacher preparation programs, the main goal is to develop such a comprehensive formative assessment model, by adapting and implementing diverse assessment instruments to evaluate five key aspects of the program's student learning outcomes: (1) conceptual understanding, (2) subject-matter "structure," (3) teaching and learning beliefs, (4) decision-making skills, and (5) "professional performance" during the student teaching period in secondary schools. These different assessment tools and practices are drawn from current research in science education and from recent work undertaken in NSF-supported projects known as Collaboratives for Excellence in Teacher Preparation. Through these activities the project team is (1) assembling a set of tested and reliable assessment instruments that will be made available to science and science education teachers; (2) implementing an ongoing evaluation process that will provide information about the effectiveness of the educational practices in the science education and subject-matter courses at the college level; and (3) reporting the evaluation results in a way to foster among faculty an analysis of and reflection on the nature and quality of the subject-matter courses for all the students. "Conceptual Understanding" of prospective teachers is being measured by developing an instrument that will draw upon research analyzed in Wandersee, Mintzes, and Novak, "Research in Alternative Conceptions in Science", in D. L. Gabel (Ed.), Handbook of research in science teaching and learning (pp. 177-210), New York: Macmillan and the NSTA (1994), and Pfundt and Duit, "Bibliography: Students' Alternative Frameworks and Science Education," Institute for Science Education at the University of Kiel, Germany (March, 2000). A very well-known example of such an instrument is the Force Concept Inventory designed by Halloun and Hestenes in the field of physics in the 1980s. The acquired "Subject Matter Structure" of students is a measure of the coherence of their understanding of science disciplines -- the ability to see the big picture and the place of a body of specialized knowledge in that larger framework. Research indicates that secondary science teachers with high scores on "Subject Matter Structure" have greater skill in selecting topics for inclusion in the secondary science curriculum. Their starting point is the work of G.R. Gess-Newsome and N.G. Lederman, "Preservice Biology Teachers' Knowledge Structures as a Function of Professional Teacher Education: A Year-Long Assessment, Science Education, Vol. 77, No. 1 (1993), pages 25-45. The work of Simmons et al., "Beginning Teachers: Beliefs and Classroom Actions," Journal of Research in Science Teaching, Vol. 36, No. 8. (1999), pp. 930-954, is being adapted to measure "teaching and learning beliefs." Some prospective teachers still believe that boys are better suited for science than girls, that some students are bound to fail, that learning is passive, that teaching is imparting knowledge to students, and that theory is largely not relevant to teaching. If these beliefs go unchallenged and future teachers are not taught to critically examine their own ideas, ineffective models of teaching are perpetuated. The work of Koballa and Tippins is being used as a starting point to creating instruments for measuring "decision making skills." See T.R. Koballa and D.J. Tippins, "Cases in Middle and Secondary Science Education," (Merrill Publishers, Upper saddle River, NJ, 2000). "Professional Performance" is being measured by adapting James Gallagher's Secondary Teacher Analysis Matrix (Michigan State University, Department of Teacher Education, 1995) and the Arizona Collaborative for Excellence in Preparation of Teachers' "Reformed Teaching Observation Protocol."

跨学科（99）这个项目是亚利桑那大学科学学院和教育学院几个系的教师之间的合作努力。这些教师正在为一套新设计的职前教师课程设计形成性评估过程。由于缺乏可用于评估实际教师准备计划有效性的综合模型，主要目标是通过调整和实施各种评估工具来开发这样一个全面的形成性评估模型，以评估该计划的学生学习成果的五个关键方面：（1）概念理解，（2）学科“结构”，（3）教与学的信念，（4）决策技能，以及（5）在中学学生教学期间的“专业表现”。这些不同的评估工具和做法是从目前的科学教育研究和最近的工作中进行的NSF支持的项目被称为卓越的教师准备合作。通过这些活动，项目小组（1）收集一套经过测试的可靠评估工具，供科学和科学教育教师使用;（2）实施一项持续的评估程序，提供有关大学科学教育和主题课程中教育实践有效性的信息;以及（3）报告评估结果，以促进教师对所有学生的主题课程的性质和质量进行分析和反思。未来教师的“概念理解”正在通过开发一种工具来测量，该工具将借鉴Wandersee，Mintzes和Novak的“科学中的替代概念研究”中分析的研究。L. Gabel（Ed.），科学教学研究手册（第100页）177-210），纽约：麦克米伦和国家科学技术局（1994年），和Pfundt和Duit，“书目：学生的替代框架和科学教育，”科学教育研究所在基尔大学，德国（2000年3月）。这种仪器的一个非常著名的例子是Halloun和Hestenes在20世纪80年代在物理学领域设计的力概念清单。学生获得的“主题结构”是衡量他们对科学学科理解的连贯性的一个标准----能够看到大的图景和专业知识在大框架中的位置。研究表明，“学科结构”得分高的中学科学教师在选择纳入中学科学课程的主题方面具有更高的技能。他们的出发点是G.R.的工作。Gess-Newsome和N.G.李文生，“职前生物学教师知识结构对专业教师教育的影响：一年的评估，科学教育，第77卷，第1期（1993），第25-45页。西蒙斯等人的工作，“初任教师：信念与课堂行动”，《科学教学研究杂志》，第36卷，第8期。（1999年），第103页。930-954，正在调整，以衡量“教学和学习的信念。“一些未来的教师仍然认为，男孩比女孩更适合科学，有些学生注定会失败，学习是被动的，教学是向学生传授知识，理论在很大程度上与教学无关。如果这些信念不受挑战，未来的教师不被教导批判性地审视自己的想法，那么无效的教学模式就会永久存在。Koballa和Tippins的工作被用作创建测量“决策技能”的工具的起点。“见T.R. Koballa和D. J. Tippins，“中学科学教育案例”，（梅里尔出版社，上鞍河，新泽西州，2000年）。“专业表现”的衡量方法是采用詹姆斯·加拉格尔的中学教师分析矩阵（密歇根州立大学，教师教育系，1995年）和亚利桑那州教师“改革教学观察议定书”优秀准备协作。"