Collaborative Research: A Model for Data-driven Reform in Chemistry Education

协作研究：数据驱动化学教育改革的模式

• 批准号: 0817257
• 负责人: Ronald Stevens
• 金额: $ 6.06万
• 依托单位: The Learning Chameleon, Inc.
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-09-15 至 2010-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0817257&HistoricalAwards=false
• 关键词: Collaborative; Research; Model; Data; driven

Chemistry (12)This project leverages results from several collaborators who have conducted research in the development and validation of instruments for assessing learning and cognition in chemistry. The project seeks to multiply both the efficacy and impact of these instruments by developing, implementing, and studying multiple instrument measures of student learning. The project uses the collective expertise of the collaborators to build a robust suite of cross-validated assessment instruments and to determine how these items can best provide information to chemistry instructors on the effectiveness of their teaching. By enhancing the ability for educators to make teaching choices based on sound data, from validated instruments for measuring learning, large scale change in the teaching of undergraduate chemistry can transform the educational experience of students in STEM disciplines. The intellectual merit of this project lies along two vectors. First, assessment research and validation of new assessment instruments in chemistry provides important data not only from the perspective of teaching, but also in terms of building the knowledge base of the fundamental processes of cognitive growth in chemistry. In order to learn about knowledge acquisition, better measurement technology must be devised, developed and implemented. Second, using assessment instruments to ascertain the effectiveness of teaching methods provides an area rich in opportunities for discovery. Innovation in the measurement of learning in situations where new teaching methods are used is capable of driving decisions based on data rather than anecdotes and enhances the scholarship of what works in teaching. The multiple-instrument methods used in this project are at the cutting edge of educational measurement in chemistry and therefore open the possibility of novel scholarship related to teaching methodology The broader impacts of this work are tied largely to its potential for improving assessment practice within chemistry. Both the Exams Institute of the American Chemical Society and the ChemEd DL of the National Science Digital Library are involved in this project and have large communities of users, national in scope, so improvements made in assessment based on the findings of this project are expected to translate to widespread usage within chemistry. Because chemistry is a cognitive domain with multiple representations used to understand many phenomena, the improvements of assessment instruments in this field are capable of informing similar instruments in other STEM fields, thus broadening the potential impact of this project beyond chemistry. This project is data-driven, and therefore involves the collection of data that can be useful in developing and improving rigorous models of cognition.

化学 (12)该项目利用了几位合作者的成果，他们在化学学习和认知评估工具的开发和验证方面进行了研究。该项目旨在通过开发、实施和研究学生学习的多种工具措施来倍增这些工具的功效和影响。该项目利用合作者的集体专业知识来构建一套强大的交叉验证评估工具，并确定这些项目如何最好地向化学教师提供有关其教学有效性的信息。通过提高教育工作者基于可靠数据和经过验证的学习测量工具做出教学选择的能力，本科生化学教学的大规模变革可以改变 STEM 学科学生的教育体验。该项目的智力价值体现在两个方面。首先，化学新评估​​工具的评估研究和验证不仅从教学角度提供了重要数据，而且为构建化学认知成长基本过程的知识库提供了重要数据。为了了解知识获取，必须设计、开发和实施更好的测量技术。其次，使用评估工具来确定教学方法的有效性提供了一个充满发现机会的领域。在使用新教学方法的情况下，学习测量的创新能够根据数据而不是轶事来推动决策，并增强教学中有效方法的学术性。该项目中使用的多仪器方法处于化学教育测量的前沿，因此开启了与教学方法相关的新颖学术研究的可能性。这项工作的更广泛影响在很大程度上与其改善化学评估实践的潜力有关。美国化学会考试研究所和国家科学数字图书馆的 ChemEd DL 都参与了该项目，并且拥有全国范围内的大型用户社区，因此基于该项目的研究结果对评估所做的改进预计将转化为化学领域的广泛使用。由于化学是一个认知领域，具有多种表征用于理解许多现象，因此该领域评估工具的改进能够为其他 STEM 领域的类似工具提供信息，从而扩大该项目在化学之外的潜在影响。该项目是数据驱动的，因此涉及收集可用于开发和改进严格的认知模型的数据。