Collaborative Research: Assessing, Validating and Developing Content Knowledge for Teaching Energy

合作研究：评估、验证和开发教学能量的内容知识

• 批准号: 1222598
• 负责人: Jim Minstrell
• 金额: $ 25万
• 依托单位: FACET Innovations, LLC
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-09-01 至 2017-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1222598&HistoricalAwards=false
• 关键词: Collaborative; Research; Assessing; Validating; Developing

This project develops an instrument to measure the content knowledge that teachers need to teach about energy in high school classroom instruction that focuses on mechanical energy. There is significant research that indicates that teacher content knowledge differs from what people in other professions need to know about particular domains such as mathematics, and the development of a Content Knowledge of Teaching Energy in mechanics is an extension of those research and development efforts. The project embeds the development of the instrument in a program of measuring effective teaching of physics in the classroom and develops a strong validity argument for the resulting assessment based on its use as a measure in a professional development project that intends to improve teachers' understanding of energy in physics. The research team consists of experts in physics, assessment and classroom teaching of physics. The collaborative project includes researchers at Rutgers, University of Maine, Seattle Pacific University, Facets Innovation, and the Educational Testing Service.The project uses a framework for effective teaching developed in the Measures of Effective Teaching project funded by the Gates Foundation to construct a theoretical framework for the teaching of mechanical energy. That framework includes items and tasks based on instructional practices in the classroom that can identify the extent to which the teacher understands both the disciplinary knowledge and the appropriate teaching processes that support student learning. A strong framework of validation based on multiple lines of evidence of the relationship between the items developed for the study and observations, analysis of video, and artifacts from the classroom is one element of the study. Another element of the study examines multiple psychometric lines of evidence to determine the reliability of the instruments and the validity of the inferences drawn from them. The resulting instruments will be used in the measurement of changes of teacher content knowledge for teaching in professional development programs as another source of validation.The improvement of teachers' content knowledge for teaching is an important intermediary goal of professional development of teachers. Without adequate understanding of the gaps in teacher knowledge and precise evidence of the improvement through professional development, the efficacy of different professional development projects is not possible. This project develops a model of teacher assessment instrument development that addresses a cross-cutting theme in the Next Generation Science Standards and contributes an important tool to the research and evaluation processes that are needed to make those standards a reality in the classroom. Findings from the use of the instruments across multiple projects inform policy decisions on local, state and federal levels.

这个项目开发了一种工具来测量教师在高中课堂教学中需要教授的关于能量的内容知识，重点是机械能。有重要的研究表明，教师的教学内容知识不同于其他专业的人需要了解的特定领域，如数学，而力学教学能量内容知识的开发是这些研究和开发努力的延伸。该项目将该仪器的开发嵌入到一个衡量课堂物理有效教学的计划中，并根据其作为一项旨在提高教师对物理能量的理解的专业发展项目中的一项措施的使用，为由此产生的评估提出了强有力的有效性论证。研究团队由物理、评估和物理课堂教学方面的专家组成。该合作项目包括罗格斯大学、缅因州大学、西雅图太平洋大学、刻面创新和教育测试服务的研究人员。该项目使用盖茨基金会资助的有效教学项目中开发的有效教学框架来构建机械能教学的理论框架。该框架包括以课堂教学实践为基础的项目和任务，以确定教师对支持学生学习的学科知识和适当教学过程的理解程度。这项研究的一个要素是，基于为研究开发的项目与观察、视频分析和课堂人工制品之间关系的多条证据而建立的强有力的验证框架。这项研究的另一个要素是检查多条心理测量学证据线，以确定工具的可靠性和从中得出的推论的有效性。教师教学内容知识的提高是教师专业发展的重要中介目标，教师教学内容知识的提高是教师专业发展的重要中介目标。如果没有对教师知识差距的充分了解和通过专业发展改善的确切证据，不同的专业发展项目是不可能取得成效的。该项目开发了一种教师评估工具的开发模式，该模式涉及下一代科学标准中的一个贯穿各领域的主题，并为在课堂上实现这些标准所需的研究和评估过程提供了一个重要工具。在多个项目中使用这些工具的结果为地方、州和联邦各级的政策决策提供了依据。