Supporting Chemistry Teachers to Assess and Foster Chemical Thinking

支持化学教师评估和培养化学思维

• 批准号: 1621228
• 负责人: Hannah Sevian
• 金额: $ 257.29万
• 依托单位: University of Massachusetts Boston
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-09-01 至 2022-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1621228&HistoricalAwards=false
• 关键词: Supporting; Chemistry; Teachers; Assess; Foster

This is a design and development study submitted to the teaching strand of the Discovery Research PreK-12 (DRK-12) program; responsive to Program Solicitation NSF 15-592. The DRK-12 program seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by PreK-12 students and teachers, through research and development of STEM education innovations and approaches. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. The fundamental purpose of this project is to develop, implement, and study a professional development (PD) model for improving chemistry teachers' formative assessment practices to foster teaching focused on chemical thinking. The PD model seeks to refocus and enhance teachers' abilities to notice, interpret, and respond to students' ideas. Building on previous exploratory work through which a Chemical Thinking Framework was developed, the proposed effort will work with 8th-12th grade teachers in Boston Public Schools and the New England Region to assist them (a) to recognize tools that are useful in eliciting students' chemical thinking, and adapt or design formative assessments; (b) to make sense of students' chemical thinking based on data collected using formative assessments that elicit students' thinking; and (c) to strategize responsive actions that better foster learning chemistry. The research questions will be: (1) How does chemistry teachers' assessment reasoning change through engagement in PD that focuses on formative assessment as a transformative lever?; and (2) How does engagement in the proposed PD activities influence the ideas and practices that teachers emphasize in their classrooms?In order to address the research questions, the project will develop a yearlong PD model with four cohorts of 8th-12th grade teachers, including one cohort with teachers from the New England region in a hybrid format (face-to-face and online); each having six teachers (N=24). The model development will be conducted in three phases. In Phase 1, the research team will develop a detailed plan for the PD program by designing and testing conceptualized activities. During Phase 2, the project will study the model with Cohorts 1 and 2 teachers. Phase 3 will focus on positioning the model for scaling up purposes with Cohorts 3 and 4. This phase will test the resources developed, and make comparisons to assess the scalability of the model. Data gathering strategies will include: (a) focus groups to collect data on teachers' assessment reasoning while collectively analyzing students' written work and videos of assessment practice; (b) assessment portfolios to gather individual data on teacher assessment reasoning and practice; (c) assessment snapshots to capture individual teachers' interactions with students; and (d) follow-up sessions to observe and videotape teachers during the year. Data interpretation strategies will include: (a) analysis of domain-neutral factors to characterize changes in how teachers frame and approach assessment of student understanding; and (b) analysis of domain-dependent factors to characterize changes in teachers' attention to the disciplinary ideas of students' work according to the Chemical Thinking Framework. The project will include an external evaluator to address both formative and summative components of this process. The outcome of the proposed scope of work will be a research-informed and field-tested PD model focused on the use of formative assessment to improve chemistry teaching and learning.

这是一项针对Discovery Research PreK-12（DRK-12）计划的教学链提交的设计和开发研究；响应程序招标NSF 15-592。 DRK-12计划旨在通过PreK-12学生和教师通过STEM教育创新和方法的研究和开发来显着增强PreK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。 DRK-12计划中的项目基于STEM教育和先前的研发工作的基础研究，这些研究为拟议项目提供了理论和经验的理由。该项目的基本目的是开发，实施和研究专业发展（PD）模型，以改善化学教师的形成性评估实践，以促进专注于化学思维的教学。 PD模型旨在重新聚焦并增强教师注意，解释和回应学生的想法的能力。拟议的努力将基于开发化学思维框架的先前探索性工作，将与波士顿公立学校和新英格兰地区的8至12年级教师合作，以帮助他们（a）识别有助于吸引学生化学思维的工具，并适应或设计形成性评估； （b）根据使用引起学生思维的形成性评估收集的数据来理解学生的化学思维； （c）制定反应迅速的行动，以更好地促进学习化学。研究问题将是：（1）化学教师的评估推理如何通过参与PD来改变，而PD专注于形成性评估作为变革性杠杆？ （2）参与拟议的PD活动如何影响教师在课堂上强调的思想和实践？为了解决研究问题，该项目将开发一个长达一年的PD模型，其中包括四个同龄人的8年级教师，其中包括一位与新英格兰地区的老师，包括新英格兰地区的老师（面对面对面和在线）；每个都有六个老师（n = 24）。模型开发将分为三个阶段。在第1阶段，研究团队将通过设计和测试概念化活动来制定PD计划的详细计划。在第2阶段，该项目将使用同伙1和2教师研究模型。第3阶段将着重于定位模型以扩大3和4的比例。该阶段将测试开发的资源，并进行比较以评估模型的可扩展性。数据收集策略将包括：（a）焦点小组收集有关教师评估推理的数据，同时集体分析学生的书面工作和评估实践视频； （b）评估投资组合，以收集有关教师评估推理和实践的个人数据； （c）评估快照，以捕捉单个老师与学生的互动； （d）在这一年中观察和录像老师的后续课程。数据解释策略将包括：（a）分析领域中立因素，以表征教师对学生理解的构架和方法评估的变化； （b）根据化学思维框架对域依赖性因素的分析，以表征教师注意学生工作的纪律思想的变化。该项目将包括一个外部评估者，以解决此过程的形成性和总结性组成部分。拟议的工作范围的结果将是一种研究知识和现场测试的PD模型，该模型旨在使用形成性评估来改善化学教学。

项目成果

Exploring Variation in Ways of Thinking About and Acting to Control a Chemical Reaction

探索控制化学反应的思考和行动方式的变化

• DOI: 10.1021/acs.jchemed.1c00902
• 发表时间: 2021
• 期刊: Journal of Chemical Education
• 影响因子: 3
• 作者: Caushi, Klaudja;Sevian, Hannah;Talanquer, Vicente
• 通讯作者: Talanquer, Vicente

Investigating How Teachers’ Formative Assessment Practices Change Across a Year

调查教师形成性评估实践在一年中如何变化

• DOI: 10.1021/acs.jchemed.1c00356
• 发表时间: 2021
• 期刊: Journal of Chemical Education
• 影响因子: 3
• 作者: Abell, Timothy N.;Sevian, Hannah
• 通讯作者: Sevian, Hannah

Analyzing Chemistry Teachers’ Formative Assessment Practices Using Formative Assessment Portfolio Chapters

使用形成性评估组合章节分析化学教师形成性评估实践

• DOI: 10.1021/acs.jchemed.0c00361
• 发表时间: 2020
• 期刊: Journal of Chemical Education
• 影响因子: 3
• 作者: Abell, Timothy N.;Sevian, Hannah
• 通讯作者: Sevian, Hannah

Characterizing the formative assessment enactment of experienced science teachers

表征经验丰富的科学教师的形成性评估制定

• DOI: 10.1002/sce.21559
• 发表时间: 2020
• 期刊: Science Education
• 影响因子: 4.3
• 作者: Dini, Vesal;Sevian, Hannah;Caushi, Klaudja;Orduña Picón, Raúl
• 通讯作者: Orduña Picón, Raúl

Teachers’ Noticing, Interpreting, and Acting on Students’ Chemical Ideas in Written Work

教师 – 注意到、解释学生并采取行动 – 书面作业中的化学想法

• DOI: 10.1021/acs.jchemed.9b01198
• 发表时间: 2020
• 期刊: Journal of Chemical Education
• 影响因子: 3
• 作者: Murray, Stephanie A.;Huie, Robert;Lewis, Rebecca;Balicki, Scott;Clinchot, Michael;Banks, Gregory;Talanquer, Vicente;Sevian, Hannah
• 通讯作者: Sevian, Hannah