Eager: Inq-Blotter: Designing Supports for Teachers' Real Time Instruction

教师经常感到沮丧，因为大规模的评估数据既不及时也不充分，无法了解学生的需求，从而改善科学教学。目前缺少的是诊断和实时工具，以支持教师的实践，进而支持学生的学习。为了应对这一挑战，主要研究人员将使用Inq-Blotter，一种仪表板，让教师知道谁最需要帮助，哪些探究实践。Inq-Blotter将与用于中学科学的Inq-ITS（探究智能辅导系统）集成，这是一种学习环境，学生可以通过在虚拟实验室中进行探究来“展示他们所知道的”。仪表板上其他领域（如数学）的早期数据很有前景，用Inq-Blotter收集的试点数据也显示出支持教师评估实践的前景。该项目旨在在虚拟实验室中开发Inq-ITS，并开发教师专业发展材料，以支持教师的内容知识或探究实践。具体来说，主要研究人员将开发教学脚本，教师可以通过该脚本发起课堂讨论或为学生提供1:1的支持。他们将进行分析，以评估脚本提供的话语是否有助于培养学生在下一次探究活动中的探究实践（与不提供教学脚本的对照教师相比）。对于课堂编排这一主题来说，主要研究者将分析教师的话语，以研究提醒和脚本如何支持学生的探究。该项目结合了各种技术来大规模测量学生的探究实践，以研究教师在提供实时警报时如何与学生互动。这样就可以实现教师对科学实践形成性评价的需要和学生对学习探究的需要。它将提供指导教师警报工具的设计和开发的原则，通过使用基于技术的方法来推进最先进的技术，以关闭一个定义不明确的领域（即科学探究）的形成性评估循环。这项工作有助于更好地支持教师在课堂上使用数据以及支持学生在STEM学习的公认需求。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Teachers are often frustrated because large-scale assessment data are neither timely nor adequate to understand students' needs so they can improve science instruction. What is missing are diagnostic, real-time tools to support teachers' practices and, in turn, students' learning. To address this challenge, the principal investigators will utilize Inq-Blotter, a dashboard, that lets teachers know who needs the most help and on which inquiry practices. Inq-Blotter will be integrated with Inq-ITS (Inquiry Intelligent Tutoring System) for middle school science, a learning environment in which students "show what they know" by conducting inquiry within virtual labs. Early data on dashboards for other domains (e.g. Mathematics) are promising, and pilot data collected with Inq-Blotter also shows promise in that it supports teachers' assessment practices. This project aims to develop Inq-ITS within virtual laboratories and to develop teacher professional development materials for supporting teachers content knowledge or inquiry practices.Specifically, the principal investigators will develop instructional scripts, with which teachers can initiate class discussion or provide 1:1 support to students. They will conduct analyses to evaluate if the discourse afforded by the scripts helps to foster students' inquiry practices on their next inquiry activity (compared to control teachers who will not be provided instructional scripts). Important to the topic of classroom orchestration, the principal investigators will analyze teachers' discourse to study how alerting and scripts supports students' inquiry. The project combines techniques to measure students' inquiry practices at scale to study how teachers interact with their students when provided real-time alerts. In doing so, it can realize teachers' needs for formative assessments for science practices as well as students' needs' for learning inquiry. It will provide principles that can guide the design and development of alerting tools for teachers by advancing the stateof-the-art using a technologically-based approach to close the formative assessment loop for an ill-defined domain, namely, science inquiry. This work contributes to the well-acknowledged need to better support teachers' data use in classrooms, as well as support students in STEM learning.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.