Teachers' Interpretation, Implementation, and Assessment of Chemistry Information Literacy in K-12 Students

教师对 K-12 学生化学信息素养的解读、实施和评估

• 批准号: 2225185
• 负责人: Christopher Randles
• 金额: $ 34.12万
• 依托单位: The University of Central Florida Board of Trustees
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2225185&HistoricalAwards=false
• 关键词: Teachers; Interpretation; Implementation; Assessment; Chemistry

To meaningfully understand a discipline, students not only need to remember concepts but also understand how those concepts connect to one another. Understanding connections between concepts requires students to engage with their discipline in ways such as using visual representations (e.g. diagrams and graphs), experimental activities (e.g. testing hypotheses), societal influences (e.g. the nature of science and society), and information literacy (e.g. how information is presented and used). This project focuses specifically on information literacy. The Next Generation Science Standards was a major step towards a unified vision that guides reform-based teaching and learning of science. Teachers also need a framework for implementing critical information literacies. This project is designed to create resources that complement the Next Generation Science Standards by examining information literacy practices and beliefs during K-12 Chemistry content instruction. In the process, the project is also designed to further develop the principal investigator’s STEM education research expertise. The project is supported by NSF's EHR Core Research Building Capacity in STEM Education Research (ECR: BCSER) program, which is designed to build investigators’ capacity to carry out high-quality STEM education research.This study will adopt a threshold concepts framework (Timmermans and Meyer, 2019) to capture perspectives from multiple data sources informing the development of a survey instrument. Threshold concepts are ideas that lead to a transformed way of understanding, interpreting, or viewing something, such as "enthalpy" in Chemistry. A key component of a threshold concepts framework is the inclusion of stakeholders (e.g., K-12 teachers, instructors of higher education, policy advisors, and education researchers) in the development and interpretations of threshold concepts. More than 1,000 K-12 stakeholders will participate in survey development and implementation process through focus groups, interviews, classroom video observations, and survey responses that examine information literacies in K-12 Chemistry content. The principal investigator (PI) will use analytical techniques including multiple level analysis, Likert scale validation, thematic analysis, computational test analysis, and network analysis. The principal investigator will be mentored by an expert in K-12 STEM education research and supported by an advisory board of K-12 STEM education and disciplinary literacy experts. During this project, the PI will complete coursework to develop proficiencies with survey design and education policy evaluation. The study is designed to 1) increase clarity of information literacy definitions held by K-12 stakeholders and how they are enacted in the classroom; 2) improve information literacy implementation in K-12 chemistry content; and 3) foster continued collaborative networks and partnerships to increase the effectiveness of information literacies in K-12 chemistry content.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.

为了有意义地理解一门学科，学生不仅需要记住概念，还要理解这些概念是如何相互联系的。理解概念之间的联系需要学生参与他们的学科的方式，如使用视觉表示（如图表和图形），实验活动（如测试假设），社会影响（如科学和社会的性质），和信息素养（如信息是如何呈现和使用）。该项目特别侧重于信息素养。下一代科学标准是朝着统一愿景迈出的重要一步，该愿景指导基于改革的科学教学和学习。教师还需要一个实施关键信息素养的框架。该项目旨在通过检查K-12化学内容教学期间的信息素养实践和信念来创建补充下一代科学标准的资源。在此过程中，该项目还旨在进一步发展首席研究员的STEM教育研究专业知识。该项目由NSF的EHR Core Research Building Capacity in STEM Education Research（ECR：BCSER）计划提供支持，该计划旨在培养研究人员开展高质量STEM教育研究的能力。本研究将采用阈值概念框架（Timmermans and Meyer，2019），从多个数据源获取观点，为调查工具的开发提供信息。门槛概念是一种导致理解、解释或观察事物的转变方式的想法，例如化学中的“焓”。门槛概念框架的一个关键组成部分是纳入利益相关者（例如，K-12教师，高等教育教师，政策顾问和教育研究人员）在门槛概念的发展和解释。超过1，000名K-12利益相关者将通过焦点小组，访谈，课堂视频观察和调查响应参与调查开发和实施过程，以检查K-12化学内容中的信息素养。主要研究者（PI）将使用分析技术，包括多水平分析、Likert量表验证、主题分析、计算测试分析和网络分析。首席研究员将由K-12 STEM教育研究专家指导，并由K-12 STEM教育和学科素养专家咨询委员会提供支持。在此项目期间，PI将完成课程，以发展调查设计和教育政策评估的专业知识。该研究旨在1）提高K-12利益相关者所持有的信息素养定义的清晰度，以及如何在课堂上实施这些定义; 2）改善K-12化学内容中的信息素养实施; 3）促进持续的合作网络和伙伴关系，以提高知识经济中信息素养的有效性，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。