R&D: Developing Contingent Pedagogies: Integrating Technology-Enhanced Feedback into a Middle School Science Curriculum to Improve Conceptual Teaching and Learning

SRI正在开发一种形成性评估干预措施，将现有的课堂网络技术（GroupScribbles和课堂表现系统）、互动形成性评估和临时课程活动整合在一起，以帮助教师调整教学，改善中学生对选定的地球科学概念（岩石周期、塑造地球表面的力量和板块构造）的学习。为了验证整合反应系统技术、评估和课程可以改善K-12科学教学和学习的假设，该项目正在开发和测试（1）教师在使用课堂网络技术时应遵循的教学程序，（2）教师引出学生先入之见的诊断问题，（3）教师使用补充现有地球科学课程的替代学习活动的决策规则，（4）为教师制定干预措施做好准备的培训材料，（5）以研究和课堂为基础的工具，用于测量教师教学实践、学生思维和学生成绩的变化。干预措施正在位于西部两个州（科罗拉多和加州）的两个城市学区进行测试，这两个州的学生群体种族和经济状况不同。

SRI is developing a formative assessment intervention that integrates existing classroom network technologies (GroupScribbles and Classroom Performance Systems), interactive formative assessments, and contingent curriculum activities to help teachers adjust instruction to improve middle school student learning of selected Earth science concepts (the rock cycle, forces that shape Earth's surface, and plate tectonics). To test the hypothesis that integrating response system technology, assessment, and curriculum can improve K-12 science teaching and learning, the project is developing and testing (1) pedagogical routines for teachers to follow when using classroom network technologies, (2) diagnostic questions for teachers to elicit student preconceptions, (3) decision rules for teachers to use alternative learning activities that supplement an existing geoscience curriculum, (4) training materials that prepare teachers to enact the intervention, and (5) research- and classroom-based instruments that measure changes in teacher instructional practice, student thinking, and student achievement. The intervention is being tested in two urban school districts located in two western states (Colorado and California) that have ethnically and economically diverse student populations.