Focusing on Science Practices: Assessing Levels of Student Performance

关注科学实践：评估学生表现水平

• 批准号: 2315348
• 负责人: Renee Cole
• 金额: $ 29.96万
• 依托单位: University of Iowa
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-10-01 至 2026-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2315348&HistoricalAwards=false
• 关键词: Focusing; Science; Practices; Assessing; Levels

This project aims to serve the national interest by helping undergraduate chemistry students become more proficient in science practices and skills. For students to move from being introduced to a particular science practice to demonstrating proficiency with the skill, each practice needs to be experienced multiple times with varying levels of complexity. While the importance of engaging students in science practices is well documented, mechanisms for instructors to assess these practices and to provide regular feedback to students are not. This project is designed to enhance current efforts to increase student engagement and development of scientific practices. In addition to knowledge about how undergraduate chemistry students engage in science practices while completing course tasks and areas where additional curriculum development is needed, the project team will develop resources that instructors can use as a foundation for developing task specific grading rubrics and that can be shared with students to provide guidance as to expectations for engaging in science practices.This project will (1) characterize student behaviors and products when completing tasks designed to elicit evidence of science practices, and (2) generate assessment resources that can be used by instructors to document levels of performance and provide actionable feedback to students. It is important that assessment and associated feedback provided to students focus on improving performance, be understandable, and be clearly linked to the desired learning outcomes. This project will employ a qualitative study design to characterize the ways in which students engage in science practices and an evidence-centered design process to create instructor resources. Evidence of student engagement in scientific practices will come from observations of students working in the laboratory and student work, such as laboratory reports, quizzes, examinations, and presentations. Information will be collected from course instructors regarding their expectations of the ways in which students will engage in science practices for the different experiments as well as any materials provided to students to support or assess their engagement in science practices. To investigate the development of science practice skills across the undergraduate chemistry curriculum, data will be collected in introductory, organic, and upper-level chemistry laboratory courses. The utility of the instructor resources for developing task specific grading rubrics will be established through interviews and piloting with chemistry instructors in courses across the curriculum. As professional organizations increase their expectations for the development and assessment of science practices, the results of this work have the potential to assist instructors in their adoption and ongoing modification of instructional approaches that are explicitly designed to help students develop these key skills. Characterizing the ways in which students engage in science practices during course-related tasks and developing resources to aid chemistry instructors in their assessment is expected to contribute to increasing the emphasis of these skills and enhancing achievement in chemistry programs. Project findings will be relevant to many different audiences involved in chemistry education and have the potential to impact hundreds of faculty members and thousands of students. The NSF IUSE: EDU 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.

该项目旨在通过帮助本科化学学生更加精通科学实践和技能来服务于国家利益。为了让学生从被介绍到特定的科学实践，以展示对技能的熟练程度，每个实践都需要经历多次，复杂程度各不相同。虽然让学生参与科学实践的重要性有很好的记录，但教师评估这些实践并向学生提供定期反馈的机制却没有。该项目旨在加强目前的努力，以提高学生的参与和科学实践的发展。除了了解本科化学专业的学生如何在完成课程任务和需要额外课程开发的领域的同时从事科学实践，项目组将开发资源，教师可以使用这些资源作为开发任务特定评分标准的基础，并可以与学生共享，以提供参与科学实践的期望指导。本项目将（1）在完成旨在引出科学实践证据的任务时，描述学生的行为和产品，以及（2）生成可供教师用于记录表现水平并向学生提供可操作反馈的评估资源。重要的是，提供给学生的评估和相关反馈应侧重于提高成绩，易于理解，并与预期的学习成果明确挂钩。该项目将采用定性研究设计来描述学生参与科学实践的方式，并采用以证据为中心的设计过程来创建教师资源。学生参与科学实践的证据将来自学生在实验室工作和学生工作的观察，如实验室报告，测验，考试和演示文稿。信息将从课程教师收集关于他们的期望，学生将从事科学实践的不同实验的方式，以及提供给学生的任何材料，以支持或评估他们在科学实践中的参与。为了调查整个本科化学课程的科学实践技能的发展，数据将收集在介绍，有机和上层化学实验室课程。教师资源开发任务具体的分级规则的效用将建立通过访谈和试点与化学教师在整个课程的课程。随着专业组织对科学实践的发展和评估的期望不断提高，这项工作的结果有可能帮助教师采用和不断修改明确旨在帮助学生发展这些关键技能的教学方法。描述学生在课程相关任务中参与科学实践的方式，并开发资源以帮助化学教师进行评估，预计将有助于增加对这些技能的重视，并提高化学课程的成绩。项目结果将与参与化学教育的许多不同受众相关，并有可能影响数百名教师和数千名学生。NSF IUSE：EDU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。