ChemQuery: An Assessment System for Mapping Student Progress in Learning General Chemistry

ChemQuery：用于绘制学生学习普通化学进度的评估系统

• 批准号: 0125651
• 负责人: Angelica Stacy
• 金额: $ 50万
• 依托单位: University of California-Berkeley
• 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: 2001-11-01 至 2006-10-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0125651&HistoricalAwards=false
• 关键词: ChemQuery; Assessment; System; Mapping; Student

Students in general education science courses typically do not appreciate that science advances through a series of complex paradigm shifts involving considerable debate and discussion. Their perception that scientific understanding of issues proceeds in a cut-and-dry process impedes their grasp of scientific concepts and their ability to apply science reasoning to issues in societal contexts. Unfortunately, there is no way to quantify these misconceptions and thereby address them with a concerted curricular response. This project is producing an assessment instrument, the Science Perceptions Survey, designed to measure these dispositions and changes in them as well. The Science Perceptions Survey is being devised in the context of general education chemistry courses and validated through correlation with results of written essays and interviews. An independent evaluator who is not associated with the development of the assessment tool is managing these validation protocols. Once validated, the instruments will be freely available to other institutions considering changes in curricula focused on enhancing the appreciation of science methods and their place in general education courses. The Principal Investigators anticipate that the Science Perceptions Survey will be a valuable tool in delineating deficiencies in students' ability to understand the way in which scientific arguments are constructed and to guide curriculum development in correcting these deficiencies. In addition to the curriculum assessment format, the Science Perceptions Survey will be disseminated in a web-based format for student self-evaluation. This implementation will provide students real-time analysis of their tolerance for ambiguity in scientific findings and their ability to use the scientific method. This ongoing project can be used by instructors as an assignment in the general education courses to help students understand how science advances knowledge.

通识教育科学课程的学生通常不会意识到，科学的进步是通过一系列复杂的范式转变，涉及大量的辩论和讨论。他们认为对问题的科学理解是在一个简单的过程中进行的，这阻碍了他们对科学概念的掌握，也阻碍了他们在社会背景下将科学推理应用于问题的能力。不幸的是，没有办法量化这些误解，从而解决他们与协调一致的课程反应。该项目正在制作一种评估工具，即科学观念调查，旨在衡量这些倾向及其变化。科学认知调查是在普通教育化学课程的背景下设计的，并通过与书面论文和访谈结果的相关性进行验证。由一名与评估工具开发无关的独立评价员管理这些验证方案。这些工具一旦生效，将免费提供给其他考虑修改课程的机构，这些课程的重点是加强对科学方法的理解及其在普通教育课程中的地位。主要研究者预计，科学认知调查将是一个有价值的工具，在描述学生的能力，以理解科学论证的构建方式的缺陷，并指导课程开发，以纠正这些缺陷。除了课程评估形式外，科学概念调查将以网上形式发放，供学生自我评估。这种实施将为学生提供实时分析他们对科学发现中的模糊性的容忍度以及他们使用科学方法的能力。这个正在进行的项目可以被教师用作普通教育课程的作业，以帮助学生了解科学如何促进知识。