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: 0817409
• 负责人: Thomas Holme
• 金额: $ 30.67万
• 依托单位: Iowa State University
• 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 2012-02-29
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0817409&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）这个项目利用了几个合作者的成果，他们在开发和验证评估化学学习和认知的工具方面进行了研究。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增加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为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根据可靠的数据进行教学选择的能力，从经过验证的测量学习的工具，本科化学教学的大规模变化可以改变学生在STEM学科的教育经验。这个项目的智力价值在于沿着两个向量。第一，评价研究和新的化学评价工具的验证提供了重要的数据，不仅从教学的角度来看，而且在化学认知发展的基本过程的知识基础的建设方面。为了了解知识获取，必须设计、开发和实施更好的测量技术。第二，使用评估工具来确定教学方法的有效性提供了一个丰富的发现机会的领域。在使用新教学方法的情况下，学习衡量方面的创新能够推动基于数据而不是轶事的决策，并增强对教学中有效方法的学术研究。该项目中使用的多仪器方法是化学教育测量的前沿，因此开辟了与教学方法相关的新奖学金的可能性。这项工作的更广泛影响主要与其改善化学评估实践的潜力有关。美国化学学会的考试研究所和国家科学数字图书馆的ChemEd DL都参与了这个项目，并拥有全国范围的大型用户社区，因此基于这个项目的研究结果在评估方面所做的改进有望转化为化学领域的广泛使用。由于化学是一个认知领域，具有用于理解许多现象的多种表征，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，从而扩大该项目的潜在影响。该项目是数据驱动的，因此涉及收集数据，这些数据可以用于开发和改进严格的认知模型。