Assessing Attentiveness to Student Ideas in Physics
评估学生对物理想法的关注度
基本信息
- 批准号:2021258
- 负责人:
- 金额:$ 29.91万
- 依托单位:
- 依托单位国家:美国
- 项目类别:Standard Grant
- 财政年份:2020
- 资助国家:美国
- 起止时间:2020-10-01 至 2024-09-30
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
This project aims to serve the national interest by improving physics education. It will do so by developing an assessment to evaluate physics teacher preparation programs. This assessment will measure a teacher’s ability to accurately interpret and productively respond to students’ ideas in physics. The proposed assessment tool is intended to address a critical need for common measures of physics educator preparation programs. Such an assessment tool could guide the improvement of individual physics teacher education programs. It would also enable reliable comparisons across programs, pointing the field towards the most promising approaches. In addition, the research required to develop the assessment tool is expected to further refine the construct of teacher attentiveness in physics, exploring the development and interaction of core content knowledge and core pedagogical content knowledge among preservice teachers. The project has both a focus at the physics teacher preparation program level, and an end-goal of preparing teachers who can effectively analyze and respond to student thinking in practice. Therefore, the project intends to develop a selected-response assessment, with a focus on authenticity in the operationalization of attentiveness. Attentiveness, also referred to as responsiveness, is a complex process characterized by the ability of the teacher to identify the substance of students’ ideas, to recognize the disciplinary connections in students’ ideas, and to take up and pursue the substance of student thinking in light of disciplinary goals. The project’s multi-phased development of assessment items for attentiveness in physics is modeled after the Mathematical Attentiveness in Pedagogical Practice item-development process, which gathers authentic responses from both students and educators in the development of a selected-response assessment. The distinct phases of item development will engage physics educators in the cognitive processes needed for attentiveness. The three dimensions of this model include the following: (1) Identifying the pedagogical intent and key disciplinary concept(s) of a specific student task. (2) making evidence-based inferences about a student’s understanding of the disciplinary concept being targeted; and (3) deciding on an appropriate pedagogical response that builds both on an individual student’s thinking and toward the disciplinary intent of the task. The project intends to develop at least three tasks (3 items) for each physics topic (motion, forces, energy, and waves) for students. There will be at least two tasks (4-5 selected-response items for each task) for each topic for teachers. The authentic student and educator responses used during this development process could assist physics education programs to efficiently measure physics teachers’ attentiveness. This work could support the identification of successful physics educator preparation programs. It is expected to allow for better understanding of key elements of physics teacher preparation, as well as allow for continued theoretical work on the construct of attentiveness in physics education. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.
该项目旨在通过改善物理教育为国家利益服务。 它将通过制定一项评估来评估物理教师准备计划来做到这一点。该评估将衡量教师准确解释和有效回应学生物理思想的能力。 拟议的评估工具是为了解决一个关键的需要,物理教育工作者准备计划的共同措施。这样的评估工具可以指导个人物理教师教育计划的改进。 它还将使跨程序的可靠比较成为可能,为最有前途的方法指明方向。此外,开发该评估工具所需的研究有望进一步完善物理教师注意力的结构,探索物理教师的核心内容知识和核心教学内容知识的发展和互动。该项目既有一个重点在物理教师准备计划的水平,并准备教师谁可以有效地分析和回应学生的思维在实践中的最终目标。 因此,该项目打算制定一个有选择的反应评估,重点是注意力操作化的真实性。 注意力,也被称为反应性,是一个复杂的过程,其特征是教师能够识别学生思想的实质,识别学生思想中的学科联系,并根据学科目标采取和追求学生思想的实质。 该项目的多阶段开发的评估项目的注意力在物理是仿照数学注意力在教学实践项目开发过程中,它收集了真实的反应,从学生和教育工作者在选择性反应评估的发展。项目开发的不同阶段将使物理教育工作者参与注意力所需的认知过程。 这一模式的三个维度包括:(1)确定学生任务的教学意图和关键学科概念。 (2)对学生对学科概念的理解进行循证推理;(3)根据学生个人的思维和任务的学科意图,决定适当的教学反应。 该项目旨在为学生开发每个物理主题(运动,力,能量和波)至少三个任务(3项)。每个主题将有至少两个任务(每个任务4-5个选择性回答项目)供教师使用。本研究所使用的真实学生与教育者反应,可协助物理教育计画有效地测量物理教师的注意力。这项工作可以支持识别成功的物理教育工作者准备计划。 它预计将允许更好地理解物理教师准备的关键要素,以及允许在物理教育中的注意力的结构继续理论工作。NSF IUSE:EHR计划支持研究和开发项目,以提高所有学生STEM教育的有效性。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。
项目成果
期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
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Leslie Atkins其他文献
Leslie Atkins的其他文献
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{{ truncateString('Leslie Atkins', 18)}}的其他基金
Engineering Design in Scientific Inquiry
科学探究中的工程设计
- 批准号:
1712051 - 财政年份:2017
- 资助金额:
$ 29.91万 - 项目类别:
Standard Grant
Collaborative Proposal: Assessing, Investigating and Fostering Transformative Experiences in Undergraduate Physics
合作提案:评估、调查和培养本科物理学的变革性经验
- 批准号:
1638523 - 财政年份:2016
- 资助金额:
$ 29.91万 - 项目类别:
Standard Grant
Transforming Writing and Literacy Practices in the Inquiry Classroom
改变探究课堂的写作和读写实践
- 批准号:
1638524 - 财政年份:2016
- 资助金额:
$ 29.91万 - 项目类别:
Standard Grant
Transforming Writing and Literacy Practices in the Inquiry Classroom
改变探究课堂的写作和读写实践
- 批准号:
1140860 - 财政年份:2013
- 资助金额:
$ 29.91万 - 项目类别:
Standard Grant
Collaborative Proposal: Assessing, Investigating and Fostering Transformative Experiences in Undergraduate Physics
合作提案:评估、调查和培养本科物理学的变革性经验
- 批准号:
1140785 - 财政年份:2012
- 资助金额:
$ 29.91万 - 项目类别:
Standard Grant
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