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

对光及其如何与物质相互作用的深刻理解在许多科学、技术、工程和数学(STEM)领域都是必不可少的。为了设计关于这些概念的更有效的教学，我们需要更好地了解学生对光的想法是如何发展的。值得注意的是，帮助学生从基于日常经验的直观光观点转向对光及其与物质的相互作用的更科学的理解，包括最小尺度的亚原子粒子的相互作用。这个项目将开始系统地研究本科生对光的想法是如何随着时间的推移而发展的。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，从而做到这一点。在这项工作的过程中，首席调查员还将发展定量教育测量方面的能力，以补充她在定性研究方法方面的既定专长。通过在领导这个项目时参与有针对性的专业发展经验，首席调查员将建立她的能力，在未来对本科生对关键化学概念的理解进行基础研究。这个项目将整合研究和专业发展目标，以支持首席调查员发展所需的教育测量技能，以实现她的长期研究目标。该项目将设计、开发和评估一种工具来评估入门化学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估和评估研究系统指导。对教师和学生的访谈结果将为构建地图和有序的多项选择题的开发提供信息，这些项目的回答与学生的理解水平相对应。该小组将使用项目开发、专家项目检查和项目改进的迭代过程。该仪器将通过与内布拉斯加州大学普通化学专业的学生进行Beta测试、试点测试和最终测试来进行严格的评估，以确定有效性和可靠性。在开发该仪器的整个过程中，项目团队将由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进行虚拟和面对面的会议，讨论有针对性的读数以及仪器开发项目的进展和计划。PI还将完成两个短期课程，主题为心理测量学和潜在课堂分析。项目成果将包括对学生对光的波粒二元性的理解进行高质量的评估，以及发展项目团队的测量技能，这将支持未来对本科生对重要STEM概念的理解的调查。首席研究员将通过地方和国家研讨会以及美国化学学会化学教育分部年轻化学教育学者小组的季度博客文章，分享她从研究和专业发展经验中学到的东西。导师和一个由教育测量和学习进步发展方面的三人专家组成的顾问委员会将评估该项目的成功。该项目得到了NSF的EHR STEM教育研究核心研究能力建设(ECR BCSER)计划的支持，该计划旨在培养个人在STEM学习和学习环境、扩大对STEM领域的参与以及STEM劳动力发展等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智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

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.