Eager: Inq-Blotter: Designing Supports for Teachers' Real Time Instruction

教师经常感到沮丧，因为大规模的评估数据既不及时，也不足以了解学生的需求，以便他们可以改善科学教学。缺少的是诊断性的实时工具，以支持教师的实践，进而支持学生的学习。为了应对这一挑战，主要研究人员将利用Inq-Blotter，一个仪表板，让教师知道谁最需要帮助，以及在哪些调查实践。Inq-Blotter将与Inq-ITS（Inquiry Intelligent Tutoring System）集成，用于中学科学，这是一种学习环境，学生通过在虚拟实验室中进行探究来“展示他们所知道的”。其他领域（如数学）仪表板上的早期数据很有希望，用Inq-Blotter收集的试验数据也显示出支持教师评估做法的希望。本项目旨在开发虚拟实验室内的Inq-ITS，并开发教师专业发展材料，以支持教师的内容知识或探究实践。具体而言，主要研究者将开发教学脚本，教师可以通过该脚本发起课堂讨论或为学生提供1：1的支持。他们将进行分析，以评估是否由脚本提供的话语有助于促进学生的探究实践在他们的下一个探究活动（相比，控制教师谁不会提供教学脚本）。重要的是课堂编排的主题，主要研究人员将分析教师的话语，研究如何提醒和脚本支持学生的查询。该项目结合技术来衡量学生的调查实践规模，研究教师如何与他们的学生互动时，提供实时警报。这样既能满足教师对科学实践形成性评价的需求，又能满足学生对学习探究的需求。它将提供的原则，可以指导教师的警报工具的设计和开发，通过推进国家的最先进的使用技术为基础的方法，关闭形成性评估的一个定义不清的域，即科学探究的循环。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。

Teachers are often frustrated because large-scale assessment data are neither timely nor adequate to understand students' needs so they can improve science instruction. What is missing are diagnostic, real-time tools to support teachers' practices and, in turn, students' learning. To address this challenge, the principal investigators will utilize Inq-Blotter, a dashboard, that lets teachers know who needs the most help and on which inquiry practices. Inq-Blotter will be integrated with Inq-ITS (Inquiry Intelligent Tutoring System) for middle school science, a learning environment in which students "show what they know" by conducting inquiry within virtual labs. Early data on dashboards for other domains (e.g. Mathematics) are promising, and pilot data collected with Inq-Blotter also shows promise in that it supports teachers' assessment practices. This project aims to develop Inq-ITS within virtual laboratories and to develop teacher professional development materials for supporting teachers content knowledge or inquiry practices.Specifically, the principal investigators will develop instructional scripts, with which teachers can initiate class discussion or provide 1:1 support to students. They will conduct analyses to evaluate if the discourse afforded by the scripts helps to foster students' inquiry practices on their next inquiry activity (compared to control teachers who will not be provided instructional scripts). Important to the topic of classroom orchestration, the principal investigators will analyze teachers' discourse to study how alerting and scripts supports students' inquiry. The project combines techniques to measure students' inquiry practices at scale to study how teachers interact with their students when provided real-time alerts. In doing so, it can realize teachers' needs for formative assessments for science practices as well as students' needs' for learning inquiry. It will provide principles that can guide the design and development of alerting tools for teachers by advancing the stateof-the-art using a technologically-based approach to close the formative assessment loop for an ill-defined domain, namely, science inquiry. This work contributes to the well-acknowledged need to better support teachers' data use in classrooms, as well as support students in STEM learning.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.