Designing an Integrated Framework for Genetics Education to Develop Innovative Curricula and Assessments

密歇根州立大学正在开发一种模式，用于将技术支持的教学设计和形成性评估的最佳实践整合到小学、初中和高中的遗传学教学中。该项目与德克萨斯州的一个城市学区和密歇根州的一个郊区学区合作。目标是：（1）阐明一个详细的以标准和研究为基础的概念框架，以描述学生对遗传学的概念，以及学生如何跨年级全面了解遗传学（小学、初中和高中）;（二）开发创新的教学材料和嵌入式评估，为学生对遗传学的概念理解提供更丰富的信息，并帮助从业者决定如何在指令中做下一个;及（3）检视这些教材及评估的实施情况，以调查学生对遗传学概念的理解。（一个技术丰富的学习环境），该项目正在开发一个为期5周的小学，初中和高中课程模型，支架和模型的科学实践，使学生能够接触到现实世界的问题，为学生提供机会，使可见的现象和潜在的遗传过程之间的联系，并促进学生监测和反思他们的学习。每个模块都将包括WISE中基于动画和刺激的上下文，为构建和开发推理和解释提供丰富的机会。为了促进教师使用学生的反应，形成的方式，材料将提供明确的指导，如何使循证教学决策，以及提供选项，可用于解决持久的或常见的非规范的推理方式的应急教学活动，研究提供了可推广的方法嵌入式评估的原则设计在WISE 4.0和使用这些评估形成。一项准实验研究采用横截面和纵向比较设计，将调查学生从小学高年级到高中对遗传学相关概念的理解的发展。

Michigan State University is developing a model for integrating best practices in technology-supported instructional design and formative assessment for genetics instruction in upper elementary, middle and high school. The project partners with an urban school district in Texas and a suburban school district in Michigan. The objectives are: (1) to articulate a detailed standards- and research-base conceptual framework for describing students' conceptions of genetics and how students develop a full understanding of genetics across grade spans (upper elementary, middle and high school); (2) to develop innovative instructional materials and embedded assessments that provide richer information about students' conceptual understanding of genetics and help practitioners make decisions about what to do next in instruction; and (3) to examine the implementation of these instructional materials and assessments to investigate students' understanding of genetics concepts.Using the Web-based Inquiry Science Environment (WISE) 4.0 platform (a technology-rich learning environment), the project is developing a 5-week elementary, middle, and secondary school curriculum models that scaffold and model scientific practices, enable students to interface with real-world problems, provide opportunities for students to make connections between visible phenomena and underlying genetic processes, and promote student monitoring and reflection on their learning. Each module will include animation- and stimulation-based contexts in WISE to provide rich occasions to press for building and developing reasoning and explanations. To promote teachers' use of student responses in formative ways, the materials will offer clear guidance about how to make evidence-based instructional decisions as well as provide options for contingent instruction activities that can be used to address persistent or common non-normative ways of reasoning.The research offers generalizable approaches on the principled design of embedded assessments in WISE 4.0 and on using these assessments formatively. A quasi-experimental study employing a cross-sectional and longitudinal comparison design will investigate the development of students' understanding of genetics-related ideas from upper elementary to the high school years.