Assessing Attentiveness to Student Ideas in Physics

评估学生对物理想法的关注度

• 批准号: 2021258
• 负责人: Leslie Atkins
• 金额: $ 29.91万
• 依托单位: Boise State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2021258&HistoricalAwards=false
• 关键词: Assessing; Attentiveness; Student; Ideas; Physics

This project aims to serve the national interest by improving physics education. It will do so by developing an assessment to evaluate physics teacher preparation programs. This assessment will measure a teacher’s ability to accurately interpret and productively respond to students’ ideas in physics. The proposed assessment tool is intended to address a critical need for common measures of physics educator preparation programs. Such an assessment tool could guide the improvement of individual physics teacher education programs. It would also enable reliable comparisons across programs, pointing the field towards the most promising approaches. In addition, the research required to develop the assessment tool is expected to further refine the construct of teacher attentiveness in physics, exploring the development and interaction of core content knowledge and core pedagogical content knowledge among preservice teachers. The project has both a focus at the physics teacher preparation program level, and an end-goal of preparing teachers who can effectively analyze and respond to student thinking in practice. Therefore, the project intends to develop a selected-response assessment, with a focus on authenticity in the operationalization of attentiveness. Attentiveness, also referred to as responsiveness, is a complex process characterized by the ability of the teacher to identify the substance of students’ ideas, to recognize the disciplinary connections in students’ ideas, and to take up and pursue the substance of student thinking in light of disciplinary goals. The project’s multi-phased development of assessment items for attentiveness in physics is modeled after the Mathematical Attentiveness in Pedagogical Practice item-development process, which gathers authentic responses from both students and educators in the development of a selected-response assessment. The distinct phases of item development will engage physics educators in the cognitive processes needed for attentiveness. The three dimensions of this model include the following: (1) Identifying the pedagogical intent and key disciplinary concept(s) of a specific student task. (2) making evidence-based inferences about a student’s understanding of the disciplinary concept being targeted; and (3) deciding on an appropriate pedagogical response that builds both on an individual student’s thinking and toward the disciplinary intent of the task. The project intends to develop at least three tasks (3 items) for each physics topic (motion, forces, energy, and waves) for students. There will be at least two tasks (4-5 selected-response items for each task) for each topic for teachers. The authentic student and educator responses used during this development process could assist physics education programs to efficiently measure physics teachers’ attentiveness. This work could support the identification of successful physics educator preparation programs. It is expected to allow for better understanding of key elements of physics teacher preparation, as well as allow for continued theoretical work on the construct of attentiveness in physics education. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.

该项目旨在通过改善物理教育来满足国家利益。它将通过制定评估来评估物理教师准备计划来做到这一点。这项评估将衡量教师准确解释和有效地回应学生在物理学上的想法的能力。拟议的评估工具旨在满足对物理教育计划的共同测量的关键需求。这样的评估工具可以指导各个物理教师教育计划的改进。它还可以在各个计划之间进行可靠的比较，从而将领域指向最有前途的方法。此外，预计开发评估工具所需的研究将进一步完善物理学中教师的专心建构，探索核心内容知识和核心教学知识知识的发展和相互作用。该项目既关注物理教师准备计划级别，又是为可以有效分析和回应学生思维的教师做准备的最终目标。因此，该项目旨在制定选定的响应评估，重点是专心化的真实性。专心，也称为响应能力，是一个复杂的过程，其特征是老师识别学生思想的实质，认识到学生思想中的学科联系，并根据纪律目标来攻击和追求学生思考的实质。该项目的评估项目的多个基于物理学的评估项目是在教学实践项目开发过程中的数学专家之后建模的，这些过程是在学生和教育工作者的开发中收集了真正的回应。项目开发的独特阶段将使物理教育者参与专心所需的认知过程。该模型的三个维度包括以下内容：（1）识别特定学生任务的教学意图和关键纪律概念。 （2）提供有关学生对目标纪律概念的理解的基于证据的信息； （3）决定适当的教学反应，该反应既是基于个别学生的思维，又要实现任务的纪律意图。该项目打算为学生开发至少三个物理主题（运动，力量，能量和波浪）的三个任务（3个项目）。每个主题的教师至少将至少有两个任务（每个任务为4-5个选定的响应项目）。在此开发过程中使用的真实学生和教育工作者的回答可以帮助物理教育计划有效地衡量物理教师的专心。这项工作可以支持识别成功的物理教育者准备计划。期望它可以更好地理解物理教师准备的关键要素，并允许在物理教育中的专心构建方面继续进行理论工作。 NSF IUSE：EHR计划支持研发项目，以提高所有学生STEM教育的有效性。通过参与的学生学习轨道，该计划支持有希望的实践和工具的创建，探索和实施。该奖项反映了NSF的法定任务，并使用基金会的知识分子优点和更广泛的影响审查标准，通过评估值得评估。