Developing and Validating Assessments to Measure and Build Elementary Teachers' Content Knowledge for Teaching about Matter and Its Interactions within Teacher Education Settings

开发和验证评估，以衡量和建立小学教师在教师教育环境中教授物质及其相互作用的内容知识

• 批准号: 1813254
• 负责人: Jamie Mikeska
• 金额: $ 169.98万
• 依托单位: Educational Testing Service
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-07-01 至 2024-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1813254&HistoricalAwards=false
• 关键词: Developing; Validating; Assessments; Measure; Build

This is an Early-Stage Design and Development collaborative effort submitted to the assessment strand of the Discovery Research PreK-12 (DRK-12) Program. Its fundamental purpose is to examine and gather initial validity evidence for assessments designed to measure and build Kindergarten-fifth grade science teachers' content knowledge for teaching (CKT) about matter and its interactions in teacher education settings. The selection of this topic will facilitate the development of a proof-of-concept to determine if and how CKT assessments can be developed and used to measure and build elementary teachers' CKT. Also, it will facilitate rapid and targeted refinement of an evidence-centered design process that could be applied to other science topics. Plans are to integrate CKT assessments and related resources into teacher education courses to support the ability of teachers to apply their content knowledge to the work of teaching and learning science. The project will combine efforts from prior projects and engage in foundational research to examine the nature of teachers' CKT and to build theories and hypotheses about the productive use and design of CKT assessment materials to support formative and summative uses. Likewise, the project will create a set of descriptive cases highlighting the use of these tools. Understanding how CKT science assessments can be leveraged as summative tools to evaluate current efforts, and as formative tools to build elementary teachers' specialized, practice-based knowledge will be the central foci of this effort. The main research questions will be: (1) What is the nature of elementary science teachers' CKT about matter and its interactions?; and (2) How can the development of prospective elementary teachers' CKT be supported within teacher education? To address the research questions, the study will employ a mixed-methods, design-based research approach to gather various sources of validity evidence to support the formative and summative use of the CKT instrument, instructional tasks, and supporting materials. The project will be organized around two main research and development strands. Strand One will build an empirically grounded understanding of the nature of elementary teachers' CKT. Strand Two will focus on developing and studying how CKT instructional tasks can be used formatively within teacher education settings to build elementary teachers' CKT. In addition, the project will refine a conceptual framework that identifies the science-specific teaching practices that comprise the work of teaching science. This will be used as well to assess the CKT that teachers leverage when recognizing, understanding, and responding to the content-intensive practices that they engage in as they teach science. To that end, the study will build on two existing frameworks from prior NSF-funded work. The first was originally developed to create CKT assessments for elementary and middle school teachers in English Language Arts and mathematics. The second focuses on the content challenges that novice elementary science teachers face. It is organized by the instructional tools and practices that elementary science teachers use, such as scientific models and explanations. These instructional practices cut across those addressed in the Next Generation Science Standards' (NGSS; Lead States, 2013) disciplinary strands. The main project's outcomes will be knowledge that builds and refines theories about the nature of elementary teachers' CKT, and how CKT elementary science assessment materials can be designed productively for formative and summative purposes. The project will also result in the development of a suite of valid and reliable assessments that afford interpretations on CKT matter proficiency and can be used to monitor elementary teachers learning. An external advisory board will provide formative and summative feedback on the project's activities and progress.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 innovative resources, models and tools. Projects in the program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.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.

这是提交给Discovery Research PreK-12（DRK-12）计划的评估链的早期设计和开发协作工作。它的基本目的是检查并收集旨在衡量和建立幼儿园至上的科学教师教学知识（CKT）的评估的初始有效性证据（CKT），及其在教师教育环境中的互动。该主题的选择将有助于开发概念证明，以确定是否以及如何开发CKT评估以及用于衡量和建立基本教师的CKT。此外，它将促进以证据为中心的设计过程的快速和有针对性的改进，该过程可应用于其他科学主题。计划将CKT评估和相关资源集成到教师教育课程中，以支持教师将其内容知识应用于教学和学习科学工作的能力。该项目将结合先前项目的努力，并从事基础研究以检查教师CKT的性质，并建立有关CKT评估材料的生产用途和设计的理论和假设，以支持形成性和总结性用途。同样，该项目将创建一组描述性案例，突出显示这些工具的使用。了解如何利用CKT科学评估作为评估当前努力的总结工具，并作为建立基础教师专业的，基于实践的知识的形成性工具将成为这项工作的主要重点。主要的研究问题将是：（1）基础科学教师对物质及其相互作用的性质是什么？ （2）如何在教师教育中支持潜在的小学教师CKT的发展？为了解决研究问题，该研究将采用混合方法，基于设计的研究方法来收集各种有效性证据来源，以支持CKT仪器，教学任务和支持材料的形成性和总结使用。该项目将围绕两个主要的研发链进行组织。 Strand One将建立对基础教师CKT本质的经验基础的理解。 Strand两个将着重于制定和研究如何在教师教育环境中形成CKT教学任务来建立基本教师的CKT。此外，该项目将完善一个概念框架，该概念框架识别构成教学科学工作的科学特定教学实践。这也将用于评估教师在识别，理解和回应他们在教授科学时从事的内容密集型实践时所利用的CKT。为此，该研究将基于先前由NSF资助的工作的两个现有框架。第一个最初是为了为英语艺术和数学的小学和中学教师创建CKT评估。第二个重点是新手基础科学教师面临的内容挑战。它是由基础科学教师使用的教学工具和实践（例如科学模型和解释）组织的。这些教学实践跨越了下一代科学标准（NGSS; Lead States，2013）纪律方面的教学实践。主要项目的结果将是建立和完善有关基础教师CKT性质的理论的知识，以及如何为形成性和总结目的而有效地设计CKT基础科学评估材料。该项目还将导致开发一套有效可靠的评估，这些评估提供有关CKT问题能力的解释，并可用于监视基本教师的学习。外部咨询委员会将提供有关项目活动和进度的形成性和总结性反馈。DRK-12计划旨在通过PreK-12学生和教师通过创新资源，模型，模型和工具的研究和开发来大大增强科学，技术，工程和数学（STEM）的学习和教学。该计划中的项目基于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。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子和更广泛影响的评估来通过评估来支持的。

项目成果

Examining Preservice Elementary Teachers’ Answer Changing Behavior on a Content Knowledge for Teaching Science Assessment

检查职前小学教师——回答科学评估教学内容知识行为变化

• DOI: 10.1007/s10956-022-09971-2
• 发表时间: 2022
• 期刊: Journal of Science Education and Technology
• 影响因子: 4.4
• 作者: Castellano, Katherine E.;Mikeska, Jamie N.;Moon, Jung Aa;Holtzman, Steven;Gao, Jie;Jiang, Yang
• 通讯作者: Jiang, Yang

Elementary Preservice Teachers’ Perceptions of Assessment Tasks that Measure Content Knowledge for Teaching about Matter

小学职前教师对衡量物质教学内容知识的评估任务的看法

• DOI: 10.1080/1046560x.2021.2015831
• 发表时间: 2022
• 期刊: Journal of Science Teacher Education
• 影响因子: 1.9
• 作者: Cisterna, Dante;Bookbinder, Allison K.;Mikeska, Jamie N.;Lakhani, Heena R.
• 通讯作者: Lakhani, Heena R.