CAREER: Redesigning a Learning Progression to Build upon Students' Intuitive Ideas about Motion and Support Teachers' Formative Assessment Practices

职业生涯：重新设计学习进程，以学生为基础？关于运动和支持教师的直观想法？形成性评估实践学习进展？？描述了在儿童学习过程中，对一个主题的连续更复杂的思考方式？(国家研究理事会，2007年，第219页)？有可能影响广泛的教育政策和实践。然而，基于对学生的研究而取得的学习进步？误解可能不是很适合通知老师？形成性评估实践(启发、解释和回应学生？想法)。这个项目探索的前提是关注学生的生产性？直观的想法可能会为形成性评估实践和支持这些实践的学习进步提供更坚实的基础。从这项工作中得出的见解应该影响学习进度、课程、形成性评估策略和教师准备的设计，以更好地回应学生？直觉的想法。该项目将在高中物理教室和密歇根州立大学的科学教师准备项目中进行。该项目由四条线索组成。A股涉及课程设计工作，以重新设计入门高中物理课程，以突出学生的创造性？关于运动的直观想法。课堂教学和设计团队会议的视频，以及学生学习的证据(访谈和学生作业样本)将被用来为设计过程提供信息。从一个试点教师开始，后来扩大到另外六名教师，将制定设计原则，可以用来修改现有的物理课程，以更好地响应学生？直觉的想法。B股将课程设计研究作为开发替代力量和动作学习进度以及相关评估项目的基础。三轮复习，以学生为对象？对评估项目的答复(以开放式和有序的多项选择项目形式，以及认知访谈和有声思考访谈)将用于制定学习进度和评估项目。C和D股侧重于支持教师？形成性评估实践。Strand C需要一个暑期专业发展研讨会，并在学年期间持续提供援助，以支持在职教师？形成性评估实践，基于力量和动作学习进度。STRAND D涉及应用其他三个STRAN的想法来为密歇根州立大学中学科学教师准备计划的修订提供信息。这一努力代表了关于学生潜力的想法的扩展和应用？对其他科学内容领域有直观的想法，并与新手教师合作。咨询委员会将对所有项目产品及其使用证据进行形成性和评估性审查。成功的一个关键指标是基于替代学习进展的形成性评估实践是否对学生的学习产生积极影响。该项目将直接涉及7名在职高中物理教师和大约30名中学理科职前教师及其学生。该项目将贡献重新设计的物理课程和学习进度的具体例子，两者都建立在学生？直觉的想法。这些例子将与典型的物理教学背道而驰，在哪些学生中？真实世界的经历被认为是误解而被拒绝。该项目还将有助于证明学习进度的使用(更广泛地说，强调学生的生产性？)直观的想法)来支持教师？形成性评估实践。由于形成性评估已被证明对学生的学习有重大影响，特别是对成绩较差的学生，本研究的产品有可能扩大获得物理学习的机会。

CAREER: Redesigning a Learning Progression to Build upon Students? Intuitive Ideas about Motion and Support Teachers? Formative Assessment PracticesLearning progressions??descriptions of the successively more sophisticated ways of thinking about a topic that can follow one another as children learn? (National Research Council, 2007, p. 219)?have the potential to influence a wide range of educational policies and practice. However, learning progressions based upon research on students? misconceptions may not be well-suited to informing teachers? formative assessment practices (eliciting, interpreting, and responding to students? ideas). This project explores the premise that a focus on the productive nature of students? intuitive ideas may provide a stronger basis for both formative assessment practices and learning progressions that can support these practices. Insights derived from this work should influence the design of learning progressions, curricula, formative assessment strategies, and teacher preparation to be more responsive to students? intuitive ideas. The project will take place in high school physics classrooms and in the science teacher preparation program at Michigan State University. The project consists of four strands. Strand A involves curriculum design work to redesign the introductory high school physics curriculum to highlight the productive nature of students? intuitive ideas about motion. Videos of classroom instruction and design team meetings, as well as evidence of student learning (interviews and student work samples) will be used to inform the design process.Starting with a single pilot teacher and later expanding to involve an additional six teachers, design principles will be developed that can be used to revise existing physics curricula to be more responsive to students? intuitive ideas. Strand B uses the curriculum design research as the basis for developing an alternative force and motion learning progression and associated assessment items. Three rounds of revisions, drawing upon students? responses to the assessment items (in open-ended and ordered multiple-choice item formats, as well as in cognitive and think-aloud interviews) will be used to develop the learning progression and assessment items. Strands C and D focus on supporting teachers? formative assessment practices. Strand C entails a summer professional development workshop and ongoing assistance during the academic year to support in-service teachers? formative assessment practices, based upon the force and motion learning progression. Strand D involves application of ideas from the other three strands to inform revisions to the Michigan State University secondary science teacher preparation program. This effort represents an expansion and application of ideas about the potential of students? intuitive ideas to other science content areas and to work with novice teachers. An advisory board will provide formative and evaluative reviews of all project products and evidence for their use. A key indicator of success is whether formative assessment practices based on the alternative learning progression have a positive influence on student learning. The project will directly involve seven in-service high school physics teachers and a cohort of approximately 30 secondary science pre-service teachers, as well as their students. The project will contribute specific examples of redesigned physics curricula and a learning progression, both building upon students? intuitive ideas. These examples will represent a departure from typical physics instruction, in which students? real world experiences are rejected as ?misconceptions.? The project will also contribute evidence of the use of a learning progression (and, more generally, an emphasis on the productive nature of students? intuitive ideas) to support teachers? formative assessment practices. Since formative assessment has been demonstrated to have a significant impact on student learning, particularly for lower-performing students, the products of this research have the potential to expand access to physics learning.