Supporting Chemistry Teachers to Assess and Foster Chemical Thinking

支持化学教师评估和培养化学思维

• 批准号: 1621228
• 负责人: Hannah Sevian
• 金额: $ 257.29万
• 依托单位: University of Massachusetts Boston
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-09-01 至 2022-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1621228&HistoricalAwards=false
• 关键词: Supporting; Chemistry; Teachers; Assess; Foster

This is a design and development study submitted to the teaching strand of the Discovery Research PreK-12 (DRK-12) program; responsive to Program Solicitation NSF 15-592. The DRK-12 program seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by PreK-12 students and teachers, through research and development of STEM education innovations and approaches. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. The fundamental purpose of this project is to develop, implement, and study a professional development (PD) model for improving chemistry teachers' formative assessment practices to foster teaching focused on chemical thinking. The PD model seeks to refocus and enhance teachers' abilities to notice, interpret, and respond to students' ideas. Building on previous exploratory work through which a Chemical Thinking Framework was developed, the proposed effort will work with 8th-12th grade teachers in Boston Public Schools and the New England Region to assist them (a) to recognize tools that are useful in eliciting students' chemical thinking, and adapt or design formative assessments; (b) to make sense of students' chemical thinking based on data collected using formative assessments that elicit students' thinking; and (c) to strategize responsive actions that better foster learning chemistry. The research questions will be: (1) How does chemistry teachers' assessment reasoning change through engagement in PD that focuses on formative assessment as a transformative lever?; and (2) How does engagement in the proposed PD activities influence the ideas and practices that teachers emphasize in their classrooms?In order to address the research questions, the project will develop a yearlong PD model with four cohorts of 8th-12th grade teachers, including one cohort with teachers from the New England region in a hybrid format (face-to-face and online); each having six teachers (N=24). The model development will be conducted in three phases. In Phase 1, the research team will develop a detailed plan for the PD program by designing and testing conceptualized activities. During Phase 2, the project will study the model with Cohorts 1 and 2 teachers. Phase 3 will focus on positioning the model for scaling up purposes with Cohorts 3 and 4. This phase will test the resources developed, and make comparisons to assess the scalability of the model. Data gathering strategies will include: (a) focus groups to collect data on teachers' assessment reasoning while collectively analyzing students' written work and videos of assessment practice; (b) assessment portfolios to gather individual data on teacher assessment reasoning and practice; (c) assessment snapshots to capture individual teachers' interactions with students; and (d) follow-up sessions to observe and videotape teachers during the year. Data interpretation strategies will include: (a) analysis of domain-neutral factors to characterize changes in how teachers frame and approach assessment of student understanding; and (b) analysis of domain-dependent factors to characterize changes in teachers' attention to the disciplinary ideas of students' work according to the Chemical Thinking Framework. The project will include an external evaluator to address both formative and summative components of this process. The outcome of the proposed scope of work will be a research-informed and field-tested PD model focused on the use of formative assessment to improve chemistry teaching and learning.

这是一项提交给Discovery Research PreK-12（DRK-12）项目教学链的设计和开发研究;响应项目征集NSF 15-592。DRK-12计划旨在通过研究和开发STEM教育创新和方法，显着提高PreK-12学生和教师对科学，技术，工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，这些研究和开发工作为拟议项目提供了理论和经验依据。本研究的主要目的是发展、实施和研究一个专业发展模式，以改善化学教师的形成性评价实践，促进化学思维的教学。PD模式旨在重新关注和提高教师注意、解释和回应学生想法的能力。在以前开发化学思维框架的探索性工作的基础上，拟议的工作将与波士顿公立学校和新英格兰地区的8 - 12年级教师合作，以帮助他们（a）识别有助于激发学生化学思维的工具，并调整或设计形成性评估;（B）根据形成性评估所收集的数据，了解学生的化学思维;以及（c）制定应对措施，更好地促进化学学习。本研究的问题是：（1）以形成性评价为变革杠杆的发展性教学如何改变化学教师的评价推理？以及（2）参与建议的PD活动如何影响教师在课堂上强调的想法和实践？为了解决研究问题，该项目将开发一个为期一年的PD模型与四个队列的8 - 12年级的教师，包括一个队列与教师从新英格兰地区的混合格式（面对面和在线）;每个有六名教师（N=24）。模型开发将分三个阶段进行。在第1阶段，研究团队将通过设计和测试概念化活动为PD项目制定详细计划。在第二阶段，该项目将与第一和第二组教师一起研究该模式。第3阶段将侧重于定位模型，以扩大队列3和队列4的规模。此阶段将测试开发的资源，并进行比较以评估模型的可扩展性。收集数据的策略包括：（a）焦点小组，收集教师评核理据的数据，同时集体分析学生的书面作业和评核实践的录像;（B）评核档案袋，收集教师评核理据和实践的个别数据;（c）评核快照，记录个别教师与学生的互动;及（d）年内为教师提供跟进观察及录影服务。数据解释策略将包括：（a）分析领域中性因素，以表征教师如何构建和评估学生理解的方法的变化;（B）分析领域相关因素，以表征教师根据化学思维框架对学生作业的学科思想的关注的变化。该项目将包括一名外部评价员，以处理这一进程的形成和总结部分。建议的工作范围的成果将是一个研究知情和实地测试的PD模式，侧重于使用形成性评估，以改善化学教学和学习。

项目成果

Exploring Variation in Ways of Thinking About and Acting to Control a Chemical Reaction

探索控制化学反应的思考和行动方式的变化

• DOI: 10.1021/acs.jchemed.1c00902
• 发表时间: 2021
• 期刊: Journal of Chemical Education
• 影响因子: 3
• 作者: Caushi, Klaudja;Sevian, Hannah;Talanquer, Vicente
• 通讯作者: Talanquer, Vicente

Investigating How Teachers’ Formative Assessment Practices Change Across a Year

调查教师形成性评估实践在一年中如何变化

• DOI: 10.1021/acs.jchemed.1c00356
• 发表时间: 2021
• 期刊: Journal of Chemical Education
• 影响因子: 3
• 作者: Abell, Timothy N.;Sevian, Hannah
• 通讯作者: Sevian, Hannah

Analyzing Chemistry Teachers’ Formative Assessment Practices Using Formative Assessment Portfolio Chapters

使用形成性评估组合章节分析化学教师形成性评估实践

• DOI: 10.1021/acs.jchemed.0c00361
• 发表时间: 2020
• 期刊: Journal of Chemical Education
• 影响因子: 3
• 作者: Abell, Timothy N.;Sevian, Hannah
• 通讯作者: Sevian, Hannah

Characterizing the formative assessment enactment of experienced science teachers

表征经验丰富的科学教师的形成性评估制定

• DOI: 10.1002/sce.21559
• 发表时间: 2020
• 期刊: Science Education
• 影响因子: 4.3
• 作者: Dini, Vesal;Sevian, Hannah;Caushi, Klaudja;Orduña Picón, Raúl
• 通讯作者: Orduña Picón, Raúl

Teachers’ Noticing, Interpreting, and Acting on Students’ Chemical Ideas in Written Work

教师 – 注意到、解释学生并采取行动 – 书面作业中的化学想法

• DOI: 10.1021/acs.jchemed.9b01198
• 发表时间: 2020
• 期刊: Journal of Chemical Education
• 影响因子: 3
• 作者: Murray, Stephanie A.;Huie, Robert;Lewis, Rebecca;Balicki, Scott;Clinchot, Michael;Banks, Gregory;Talanquer, Vicente;Sevian, Hannah
• 通讯作者: Sevian, Hannah