Teachers' Interpretation, Implementation, and Assessment of Chemistry Information Literacy in K-12 Students

教师对 K-12 学生化学信息素养的解读、实施和评估

• 批准号: 2225185
• 负责人: Christopher Randles
• 金额: $ 34.12万
• 依托单位: The University of Central Florida Board of Trustees
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2225185&HistoricalAwards=false
• 关键词: Teachers; Interpretation; Implementation; Assessment; Chemistry; Teachers; Interpretation; Implementation; Assessment; Chemistry

To meaningfully understand a discipline, students not only need to remember concepts but also understand how those concepts connect to one another. Understanding connections between concepts requires students to engage with their discipline in ways such as using visual representations (e.g. diagrams and graphs), experimental activities (e.g. testing hypotheses), societal influences (e.g. the nature of science and society), and information literacy (e.g. how information is presented and used). This project focuses specifically on information literacy. The Next Generation Science Standards was a major step towards a unified vision that guides reform-based teaching and learning of science. Teachers also need a framework for implementing critical information literacies. This project is designed to create resources that complement the Next Generation Science Standards by examining information literacy practices and beliefs during K-12 Chemistry content instruction. In the process, the project is also designed to further develop the principal investigator’s STEM education research expertise. The project is supported by NSF's EHR Core Research Building Capacity in STEM Education Research (ECR: BCSER) program, which is designed to build investigators’ capacity to carry out high-quality STEM education research.This study will adopt a threshold concepts framework (Timmermans and Meyer, 2019) to capture perspectives from multiple data sources informing the development of a survey instrument. Threshold concepts are ideas that lead to a transformed way of understanding, interpreting, or viewing something, such as "enthalpy" in Chemistry. A key component of a threshold concepts framework is the inclusion of stakeholders (e.g., K-12 teachers, instructors of higher education, policy advisors, and education researchers) in the development and interpretations of threshold concepts. More than 1,000 K-12 stakeholders will participate in survey development and implementation process through focus groups, interviews, classroom video observations, and survey responses that examine information literacies in K-12 Chemistry content. The principal investigator (PI) will use analytical techniques including multiple level analysis, Likert scale validation, thematic analysis, computational test analysis, and network analysis. The principal investigator will be mentored by an expert in K-12 STEM education research and supported by an advisory board of K-12 STEM education and disciplinary literacy experts. During this project, the PI will complete coursework to develop proficiencies with survey design and education policy evaluation. The study is designed to 1) increase clarity of information literacy definitions held by K-12 stakeholders and how they are enacted in the classroom; 2) improve information literacy implementation in K-12 chemistry content; and 3) foster continued collaborative networks and partnerships to increase the effectiveness of information literacies in K-12 chemistry content.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.

为了有意义地理解一门学科，学生不仅需要记住概念，而且还了解这些概念如何相互联系。了解概念之间的联系要求学生以诸如使用视觉表示（例如图表和图表），实验活动（例如测试假设），社会影响（例如，科学与社会的本质）以及信息素养（例如，提供和使用信息），社会影响力（例如，社会影响力），社会影响力（例如，社会影响力（例如，社会影响）（例如，进行信息）的联系，以诸如使用视觉表示（例如图表和图）的方式互动。该项目专门针对信息素养。下一代科学标准是朝着统一愿景迈出的重要一步，该愿景指导基于改革的科学教学。教师还需要一个实施关键信息素养的框架。该项目旨在创建通过检查信息素养实践并相信在此过程中K-12化学内容期间完成下一代科学标准的资源，该项目还旨在进一步发展主要研究者的STEM教育研究专业知识。该项目得到了NSF的EHR核心研究建设在STEM教育研究（ECR：BCSER）计划中的支持，该计划旨在建立研究人员进行高质量的STEM教育研究的能力。这项研究将采用阈值概念框架（Timmermans and Meyer，2019年），从多个数据源中捕获有关调查工具开发的观点。阈值概念是导致一种转变的理解，解释或观看某物的思想，例如化学中的“焓”。阈值概念框架的一个关键组成部分是在阈值概念的发展和解释中包括利益相关者（例如K-12教师，高等教育，政策顾问和教育研究人员的教师）。超过1,000个K-12利益相关者将通过焦点小组，访谈，课堂视频观察和调查回答参与调查开发和实施过程，以研究K-12化学内容中的信息文学。主要研究者（PI）将使用分析技术，包括多个级别分析，李克特量表验证，主题分析，计算测试分析和网络分析。 K-12 STEM教育研究专家将考虑首席研究者，并由K-12 STEM教育和学科识字专家的顾问委员会支持。在此项目中，PI将完成课程，以通过调查设计和教育政策评估来开发熟练限制。该研究旨在1）提高K-12利益相关者持有的信息素养定义的清晰度，以及如何在课堂上制定他们； 2）K-12化学含量中的改进信息素养实施； 3）福斯特继续进行协作网络和合作伙伴关系，以提高信息文学在K-12化学内容中的有效性。该奖项反映了NSF的法定任务，并通过使用基金会的知识分子优点和更广泛的影响审查标准来评估，被认为是宝贵的支持。