Moving beyond Subject Matter Knowledge: Assessing Elementary Teachers? Content Knowledge for Teaching Science

超越学科知识：评估小学教师？

• 批准号: 1445641
• 负责人: Jamie Mikeska
• 金额: $ 29.07万
• 依托单位: Educational Testing Service
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-01 至 2017-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1445641&HistoricalAwards=false
• 关键词: Moving; beyond; Subject; Matter; Knowledge

The goal of this project is to develop a better understanding about the key design features important for developing valid and reliable assessments of Content Knowledge for Teaching (CKT) science. The science education professional development landscape is full of a variety of learning opportunities to enhance K-12 science teachers' abilities to effectively support their students' learning. However, the field is hampered by a lack of valid and reliable assessments of science teachers' knowledge that can be used for making decisions about which aspects of teachers' knowledge should be the focus of these professional learning opportunities. This project will provide an important step towards building consensus in the field about the most productive approaches for developing assessments of elementary teachers' knowledge in order to inform ongoing professional development efforts in science. This study is poised to support efforts to develop indicators that can be used to monitor and improve elementary science teachers' learning in both teacher preparation and professional development settings.The project is designed to build upon the robust evidentiary base for the importance of science teachers' practice-based knowledge, which suggests that it is important for the field to have measures that can assess not only teachers' subject matter knowledge, but also their knowledge about how to teach these subjects. This validation study concentrates on examining how two types of science measures -- practice-based CKT items and subject matter knowledge items -- assess distinct aspects of elementary teacher's knowledge and how these measures relate to other indicators of teachers' professional preparation and experience. This work directly addresses indicator 6 , teachers' science and mathematics content knowledge for teaching, of the National Research Council report Monitoring Progress Toward Successful K-12 Education: A Nation Advancing? The project will assess 150 grades 3-6 teachers with items developed to measure science CKT, followed by cognitive interviews of 24 of these teachers to explore the content validity of the items and explore the relationship among science CKT and other measures of teacher quality such as years of experience teaching, self-efficacy, and self-reported confidence in teaching particular concepts.

该项目的目的是对关键设计特征有更好的了解，这对于开发有效和可靠的评估内容知识（CKT）科学的评估很重要。科学教育专业的发展格局充满了各种学习机会，可以增强K-12科学教师有效支持学生学习的能力。但是，由于缺乏对科学教师知识的有效和可靠评估的评估，该领域被阻碍，这些评估可用于决定教师知识的哪些方面应该是这些专业学习机会的重点。该项目将为在该领域建立共识的重要一步，以开发对基础教师知识的评估的最有效的方法，以便为科学的持续专业发展工作提供信息。这项研究有望支持开发指标的努力，这些指标可用于监测和改善教师准备和专业发展环境中的基础科学教师的学习。该项目旨在以强大的证据基础为基础，以实现科学教师基于实践的知识的重要性，这表明对领域的措施不仅可以评估教师的知识，还可以对这些学科进行教学的知识，而且对这些知识进行了教学，这一点很重要。这项验证研究集中于研究两种类型的科学措施（基于实践的CKT项目和主题知识项目）如何评估基础教师知识的不同方面，以及这些措施如何与教师专业准备和经验的其他指标有关。这项工作直接解决了指标6，教师科学和数学内容知识的教学知识，国家研究委员会报告报告了对成功K-12教育的进步：一个国家前进？该项目将评估150年级的3 - 6年级教师，其中开发了用于衡量科学CKT的项目，然后对其中24位教师进行认知访谈，以探索这些项目的内容有效性，并探索科学CKT和其他教师质量的关系，例如多年的经验教学，自我效能，自我效能，以及对教学特定概念的自信心。