Assessing Attentiveness to Student Ideas in Physics

这个项目旨在通过改进物理教育服务于国家利益。它将通过制定评估物理教师准备计划的评估来实现这一目标。这项评估将衡量教师准确解释和有效回应学生物理观点的能力。提出的评估工具旨在解决物理教育家准备计划的共同措施的关键需求。该评价工具可以指导物理教师个体教育方案的改进。它还可以在各个项目之间进行可靠的比较，为该领域指明最有前途的方法。此外，开发评估工具所需的研究有望进一步完善物理教师注意力的构建，探索核心内容知识和核心教学内容知识在职前教师中的发展和互动。该项目既关注物理教师培训项目层面，又以培养能够在实践中有效分析和回应学生思维的教师为最终目标。因此，该项目打算发展一种选择性反应评价，重点是注意的运作的真实性。注意力，也称为响应性，是一个复杂的过程，其特点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，并根据学科目标接受和追求学生思想的实质。该项目以“教学实践中的数学注意力”项目开发过程为蓝本，分多阶段开发物理注意力评估项目。该过程收集学生和教育工作者的真实反馈，以开发一个选择反应评估。项目开发的不同阶段将使物理教育者参与注意力所需的认知过程。该模型的三个维度包括：(1)确定特定学生任务的教学意图和关键学科概念。(2)对学生对目标学科概念的理解进行循证推断；(3)根据学生个人的想法和任务的学科意图，决定适当的教学反应。该项目计划为每个物理主题（运动，力，能量和波）为学生制定至少三个任务（3个项目）。每个主题将有至少两个任务（每个任务选择4-5个回答项目）供教师使用。在此开发过程中所使用的真实的学生和教育者的反应可以帮助物理教育计划有效地测量物理教师的注意力。本研究可为确定成功的物理教育者准备计划提供支持。期望它能让我们更好地理解物理教师培养的关键要素，也能让我们继续对物理教育中注意力的建构进行理论研究。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。通过参与学生学习轨道，该计划支持有前途的实践和工具的创建，探索和实施。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。

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.