R&D: Honing Diagnostic Practice: Toward a New Model of Teacher Professional Preparation and Development

这个五年期项目的目标是：（1）通过发展一种科学教师教育模式，改善5-12年级物理和物理科学教师和学生的学习，该模式侧重于通过形成性评估建立一种诊断性学习环境，作为一种强有力的教学实践，促进所有学生学习能源专题;及（2）加深了解教师如何发展所需的知识、技能及意向，以有效地运用形成性评估教学周期。其三个具体目标是：（1）在物理学和物理科学的背景下制作基于研究的能源诊断工具;（2）开发研究工具，以探讨教师对内容的理解，学生的想法，以及对形成学生数据的教学反应;（3）对教师在课堂上实施形成性评价的个案进行研究，以确定有效实施形成性评价的组成部分和障碍。拟议的模型开发过程的主要活动将集中在：（a）确定大学预科学生和教师关于能源的推理模式;（B）开发和实施基于研究的互联网诊断工具，为教师提供实时信息，以促进教学;（c）制定任务以探索（i）教师对学生常见能源思维的了解，（ii）教师在诊断学生思想时选择适当策略的技巧;（iii）教师在诊断学生思想的基础上选择有效教学方法的技巧;（4）通过对教师真实的实践的研究，描述教师在使用形成性评价方面的发展。

The goals of this five-year project are (1) to improve the learning of physics and physical science teachers and students in grades 5-12 by developing a science teacher education model focused on the establishment of a diagnostic learning environment through formative assessment as a powerful instructional practice for promoting learning of all students on the topic of energy; and (2) to increase the understanding of the processes through which teachers develop the requisite knowledge, skills, and dispositions for effective deployment of a formative assessment instructional cycle. Its three specific objectives are: (1) to produce research-based diagnostic tools on energy in the context of physics and physical science; (2) to develop research instruments to probe teachers' understanding of content, students' ideas, and instructional responses to formative student data; and (3) to document case studies of teachers' formative assessment practices in the classroom in order to identify the components of, and obstacles to effective practice. Major activities of the proposed model-development process will center on: (a) Identifying pre-college students' and teachers' modes of reasoning on energy; (b) developing and implementing research-based internet diagnostic tools that provide real-time information to teachers to advance instruction; (c) developing tasks to probe (i) teachers' knowledge of common student thinking in energy, (ii) teachers' skills in selecting appropriate strategies for diagnosing the students' ideas, (iii) teachers' skills in selecting effective instructional practices based on diagnosed students' thinking; and (d) characterizing teachers' development toward the use of formative assessment through the study of teachers' real practices.