ASSISTments Meets Inquiry

伍斯特理工学院（WPI）五年的建议解决中学生？需要通过探究性科学评价的改进来更深入地学习科学。WPI开发的产物？数学辅助系统？，和REC资助的跨课程建模？，提案？的主要目标是开发一个严格的，基于技术的系统，用于中学标准对齐的探究技能评估（即，解释数据，制定假设和预测，进行实验，收集数据，数学化，以及交流和捍卫假设）在六个物理科学内容领域（即，物质的性质;元素、化合物和混合物;物体的运动;能量的形式;热能）。评估将与马萨诸塞州课程框架和国家科学教育标准保持一致。这项工作的创新之处在于它的意图既评估学生？探究技能，并为学生提供智能，系统（而不是猜测）和明确的辅导，提供反馈，他们的选择，因为他们与基于计算机的操纵模型（微观世界），从而提高他们的科学学习。参与者包括来自伍斯特公立学校系统的学生和教师，其特点是其多样化的种族和SES学生群体。五个研究问题驱动了本研究：（1）探究式辅导是否会提高探究技能？(2)调查辅导是否会导致国家衡量的内容学习增加？的评估系统？(3)学生之间的关系是什么？模型的认识论及其对模型的研究，(4)探究技能是否在六个科学主题之间转移，以六个技能中的每一个更好的探究技能来衡量？（5）学生对探究的测量与探究的关系如何？日志和内容学习，通过内容的前测试和后测试来衡量？预期的产品包括（一）智能辅导系统，能够评估学生？技能，并为教师提供按班级划分的数据，为学生提供按探究技能划分的数据;及（B）一套六个物理科学范畴的评估项目。评价将强调通过多种统计方法全面发展与内容学习有关的调查评估和辅导系统。传播包括会议、学术期刊出版物和网站。

The Worcester Polytechnic Institute (WPI) five-year proposal addresses middle school students? need to learn science more deeply through the improvement of inquiry science assessment. An outgrowth of the WPI-developed ?ASSISTments Systems for Math?, and REC-funded ?Modeling Across the Curriculum?, the proposal?s main goal is to develop a rigorous, technology-based system for middle school standards-aligned assessment of inquiry skills (i.e., interpreting data, formulating hypotheses and predictions, conducting experiments, collecting data, mathematizing, and communicating and defending hypotheses) in six physical science content areas (i.e., Properties of Matter; Elements, Compounds, and Mixtures; Motion of Objects; Forms of Energy; and Heat Energy). Assessments will be aligned with the Massachusetts Curricular Framework and the National Science Education Standards. The innovative aspect of this proposed effort resides in its intent to both assess students? inquiry skills and to provide students with intelligent, systematic (as opposed to guessing), and explicit tutoring, providing feedback on their choices as they work with computer-based manipulative models (microworlds), thus increasing their science learning. Participants include students and teachers from the Worcester Public School System, characterized by its diverse ethnic and SES student population. Five research questions drive this research: (1) Does inquiry tutoring lead to improved inquiry skills?, (2) Does inquiry tutoring lead to increased content learning as measured by the State?s assessment system?, (3) What is the relationship of students? epistemologies of models and their inquiry with models?, (4) Do inquiry skills transfer across the six science topics as measured by better inquiry skills in each of the six skills?, and (5) What is the relationship between inquiry as measured by students? logs, and content learning as measured by pre- and post-tests on content? Anticipated products include (a) an intelligent tutoring system capable of assessing students? skills, and providing teachers with data by class and students by inquiry skill, and (b) a set of assessment items in six physical science areas. Evaluation will emphasize the overall development of the inquiry assessments and tutoring system in relation to content learning through multiple statistical methods. Dissemination includes conferences, publications in scholarly journals, and a website.