R&D: Honing Diagnostic Practice: Toward a New Model of Teacher Professional Preparation and Development

这个为期五年的项目的目标是(1)通过开发一种科学教师教育模式来改善5-12年级物理和物理科学教师和学生的学习，该模式侧重于通过形成性评估建立诊断性学习环境，作为促进所有学生学习能源主题的有力教学实践；(2)增加对教师发展必要知识、技能和性格的过程的理解，以有效地部署形成性评估教学周期。它的三个具体目标是：(1)在物理学和物理科学的背景下生产基于研究的能源诊断工具；(2)开发研究工具，以探究教师对内容的理解、学生的想法以及对形成性学生数据的教学反应；(3)记录教师在课堂上进行形成性评估实践的案例研究，以确定有效实践的组成部分和障碍。拟议的模式发展进程的主要活动将集中于：(a)确定大学前学生和教师关于能源的推理模式；(b)开发和实施以研究为基础的互联网诊断工具，为教师提供实时信息，以促进教学；(c)开发任务来探索(i)教师对学生在能量方面的共同思维的了解，（ii）教师选择适当策略来诊断学生想法的技能，（iii）教师根据诊断出的学生思维选择有效教学实践的技能；(d)通过对教师实际实践的研究，描述教师在使用形成性评价方面的发展特征。

The goals of this five-year project are (1) to improve the learning of physics and physical science teachers and students in grades 5-12 by developing a science teacher education model focused on the establishment of a diagnostic learning environment through formative assessment as a powerful instructional practice for promoting learning of all students on the topic of energy; and (2) to increase the understanding of the processes through which teachers develop the requisite knowledge, skills, and dispositions for effective deployment of a formative assessment instructional cycle. Its three specific objectives are: (1) to produce research-based diagnostic tools on energy in the context of physics and physical science; (2) to develop research instruments to probe teachers' understanding of content, students' ideas, and instructional responses to formative student data; and (3) to document case studies of teachers' formative assessment practices in the classroom in order to identify the components of, and obstacles to effective practice. Major activities of the proposed model-development process will center on: (a) Identifying pre-college students' and teachers' modes of reasoning on energy; (b) developing and implementing research-based internet diagnostic tools that provide real-time information to teachers to advance instruction; (c) developing tasks to probe (i) teachers' knowledge of common student thinking in energy, (ii) teachers' skills in selecting appropriate strategies for diagnosing the students' ideas, (iii) teachers' skills in selecting effective instructional practices based on diagnosed students' thinking; and (d) characterizing teachers' development toward the use of formative assessment through the study of teachers' real practices.