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Developing Educational Measurement Competency to Support Investigations of Students' Scientific Conceptions Light

发展教育测量能力以支持学生科学观念的调查 Light

基本信息

批准号：
1937593
负责人：
Alena Moon
金额：
$ 30.01万
依托单位：
University of Nebraska-Lincoln
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2019
资助国家：
美国
起止时间：
2019-10-01 至 2023-09-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1937593&HistoricalAwards=false
关键词：
Developing Educational Measurement Competency Support

项目摘要

Robust understandings of light and how it interacts with matter are essential across many science, technology, engineering, and mathematics (STEM) fields. To design more effective instruction about these concepts, we need to better understand how students' ideas about light develop. Of notable importance is helping students' move from an intuitive view of light based on everyday experiences to a more scientific understanding of light and its interactions with matter, including interactions at the smallest scales of subatomic particles. This project will begin to systematically study the ways in which undergraduate students' ideas about light develop over time. It will do so by designing and testing an instrument to assess students' understanding of the wave-particle duality of light. In the process of this work, the principal investigator will also develop competencies in quantitative educational measurement to complement her established expertise in qualitative research methodologies. By participating in targeted professional development experiences as she leads this project, the principal investigator will build her capacity to conduct fundamental research on undergraduate students' understanding of key chemistry concepts in the future.This project will integrate research and professional development objectives to support the principal investigator in developing the educational measurement skills needed to achieve her long-term research goals. The project will design, develop, and evaluate an instrument to assess introductory chemistry students' understanding of the wave-particle duality of light. The design of the instrument will be guided by the Berkeley Evaluation and Assessment Research system. Results of interviews with faculty and students will inform the development of construct maps and ordered multiple-choice items with responses corresponding to student levels of understanding. The team will use an iterative process of item development, expert item checks and item refinement. The instrument will be rigorously evaluated via beta-, pilot, and final testing with general chemistry students at the University of Nebraska to establish validity and reliability. Throughout the process of developing the instrument, the project team will be mentored by Dr. Jack Barbera, an expert in educational measurement from Portland State University. The project team will have frequent virtual and in-person meetings with the mentor to discuss targeted readings as well as progress and plans for the instrument development project. The PI will also complete two short courses on the topics of psychometrics and latent class analysis. Project outcomes will include the development of a high-quality assessment of students' understanding of the wave-particle duality of light, as well as the development of the project team's measurement skills, which will support future investigations of undergraduate students' understandings of important STEM concepts. The principal investigator will share what she has learned from her research and professional development experiences via local and national workshops, as well as quarterly blog posts for the Younger Chemistry Education Scholars group of the American Chemical Society's Division of Chemical Education. The mentor and a three-member advisory board of experts in educational measurement and the development of learning progressions will assess the success of the project.This project is supported by NSF's EHR Core Research Building Capacity in STEM Education Research (ECR BCSER) program, which is designed to build individuals' capacity to carry out high quality fundamental STEM education research in the core areas of STEM learning and learning environments, broadening participation in STEM fields, and STEM workforce development.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.

对光以及它如何与物质相互作用的强大理解在许多科学，技术，工程和数学（STEM）领域都是必不可少的。为了设计更有效的关于这些概念的教学，我们需要更好地了解学生对光的想法是如何发展的。最重要的是帮助学生从基于日常经验的光的直观观点转向对光及其与物质的相互作用的更科学的理解，包括亚原子粒子的最小尺度的相互作用。该项目将开始系统地研究本科生对光的观念随着时间的推移而发展的方式。它将通过设计和测试一种仪器来评估学生对光的波粒二象性的理解。在这项工作的过程中，首席研究员还将发展定量教育测量的能力，以补充她在定性研究方法方面的既定专业知识。通过参与有针对性的专业发展经验，她领导这个项目，主要研究者将建立她的能力，进行基础研究本科生的理解关键化学概念在未来。这个项目将结合研究和专业发展目标，以支持主要研究者发展教育测量技能需要实现她的长期研究目标。该项目将设计、开发和评估一种仪器，以评估化学入门学生对光的波粒二象性的理解。该仪器的设计将由伯克利评价和评估研究系统的指导。与教师和学生的访谈结果将告知构建地图的发展和有序的多项选择题与学生的理解水平相对应的反应。该团队将使用项目开发、专家项目检查和项目细化的迭代过程。该仪器将通过测试，试点和内布拉斯加大学普通化学学生的最终测试进行严格评估，以建立有效性和可靠性。在整个仪器开发过程中，项目小组将由来自波特兰州立大学的教育测量专家Jack Barbera博士指导。项目团队将经常与导师举行虚拟会议和面对面会议，讨论目标读数以及仪器开发项目的进度和计划。PI还将完成两个关于心理测量学和潜在类别分析主题的短期课程。项目成果将包括对学生对光的波粒二象性的理解进行高质量的评估，以及项目团队测量技能的发展，这将支持未来对本科生对重要STEM概念的理解的调查。首席研究员将分享她从她的研究和专业发展经验，通过当地和国家的研讨会，以及季度博客文章的年轻化学教育学者组的化学教育的美国化学学会的分部。导师和一个由教育测量和学习进展发展专家组成的三人顾问委员会将评估该项目的成功与否。（ECR BCSER）计划，旨在培养个人在STEM学习和学习的核心领域开展高质量基础STEM教育研究的能力该奖项反映了NSF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。