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1.
Can research on science learning and instruction inform standards for science education? 总被引:1,自引:0,他引:1
Linn Marcia C. diSessa Andy Pea Roy D. Songer Nancy B. 《Journal of Science Education and Technology》1994,3(1):7-15
We contrast the current science education reform effort with the reforms of the 1960s and suggest how the current effort could be enhanced. We identify insights from recent research that we believe can inform the reform process, in particular, to reach all science students and also impart a cohesive view of science. We propose an alternative models view of scientific explanation and show how this view would contribute to reforms of (1) course goals, (2) social aspects of science learning, (3) instructional practices, and (4) roles for technology.This paper summarizes discussions and debates that the authors have had over the last few years. The dialogue stems, in part, from our joint participation in the American Educational Research Association Special Interest Group on Education in Science and Technology (AERA SIG:EST) leadership. This paper communicates the spirit of our thinking and does not necessarily reflect the view of SIG:EST, or any other organization.We gratefully acknowledge the support of National Science Foundation Grant MDR-9253462 in work related to this paper. We appreciate helpful comments from Eileen Lewis and the Computer as Learning Partner group.This material is based upon research supported by the National Science Foundation under grant RED-9155744. Any opinions, findings, and conclusions or recommendations expressed in this publication are those of the authors and not necessarily reflect the views of the National Science Foundation. 相似文献
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Kikumi K. Tatsuoka Robert L. Linn Maurice M. Tatsuoka Kentaro Yamamoto 《Journal of Educational Measurement》1988,25(4):301-319
The present study investigates the degree to which item "bias" techniques can lead to interpretable results when groups are defined in terms of specified differences in the cognitive processes involved in students' problem-solving strategies. A large group of junior high school students who took a test on subtraction of fractions was divided into two subgroups judged by the rule-space model to be using different problem-solving strategies. It was confirmed by use of Mantel-Haenszel (MH) statistics that these subgroups showed different performances on items with different underlying cognitive tasks. We note that, in our case, we are far from faulting items that show differential item functioning (D1F) between two groups defined in terms of different solution strategies. Indeed, they are "desirable" items, as explained in the discussion section 相似文献
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Typical assessment systems often measure isolated ideas rather than the coherent understanding valued in current science classrooms. Such assessments may motivate students to memorize, rather than to use new ideas to solve complex problems. To meet the requirements of the Next Generation Science Standards, instruction needs to emphasize sustained investigations, and assessments need to create a detailed picture of students’ conceptual understanding and reasoning processes.This article describes the design process and potential for automated scoring of 2 forms of inquiry assessment: Energy Stories and MySystem. To design these assessments, we formed a partnership of teachers, discipline experts, researchers, technologists, and psychometricians to align curriculum, assessments, and rubrics. We illustrate how these items document middle school students’ reasoning about energy flow in life science. We used evidence from review by science teachers and experts in the discipline; classroom experiments; and psychometric analysis to validate the assessments, rubrics, and automated scoring. 相似文献
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We designed Knowledge Integration Environment (KIE) debate projects to take advantage of internet resources and promote student understanding of science. Design decisions were guided by the Scaffolded Knowledge Integration instructional framework. We report on design studies that test and elaborate on our instructional framework. Our learning studies assess the arguments students construct using the Knowledge Integration Environment debate project about light propagation and, explore the relationship between students' views of the nature of science and argument construction. We examine how students use evidence, determine when they add further ideas and claims and measure progress in understanding light propagation. To a modeate degree, students' views of the nature of science align with the quality of the arguments. 相似文献
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Contemporary teacher preparation programs are challenged to provide transformational learning experiences that enhance the development of highly effective teachers. This mixed-methods case study explored the influence of inquiry-based field experiences as a pedagogical approach to teacher preparation. Four teacher candidates participated in a 15-week practicum hosted by four community-based early childhood classrooms. Research methods included peer discussions, self-assessments, coaching sessions facilitated by the instructor/researcher, and a survey. Triangulated content analysis indicated that inquiry-based field experiences positively contributed to the participants’ (a) understanding and application of core knowledge, (b) consciousness of teacher–child interactions, (c) appreciation of co-inquiry learning, and (d) utilization of reflective learning. Inquiry-based field experiences also positively contributed to the participants’ professional intentionality and discernment. 相似文献
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Ou Lydia Liu Chris Brew John Blackmore Libby Gerard Jacquie Madhok Marcia C. Linn 《Educational Measurement》2014,33(2):19-28
Content‐based automated scoring has been applied in a variety of science domains. However, many prior applications involved simplified scoring rubrics without considering rubrics representing multiple levels of understanding. This study tested a concept‐based scoring tool for content‐based scoring, c‐rater?, for four science items with rubrics aiming to differentiate among multiple levels of understanding. The items showed moderate to good agreement with human scores. The findings suggest that automated scoring has the potential to score constructed‐response items with complex scoring rubrics, but in its current design cannot replace human raters. This article discusses sources of disagreement and factors that could potentially improve the accuracy of concept‐based automated scoring. 相似文献
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Libby F. Gerard Jane B. Bowyer Marcia C. Linn 《Journal of Science Education and Technology》2008,17(1):1-18
Reforms such as technology-enhanced instruction require principal leadership. Yet, many principals report that they need help
to guide implementation of science and technology reforms. We identify strategies for helping principals provide this leadership.
A two-phase design is employed. In the first phase we elicit principals’ varied ideas about the Technology-enhanced Learning
in Science (TELS) curriculum materials being implemented by teachers in their schools, and in the second phase we engage principals
in a leadership workshop designed based on the ideas they generated. Analysis uses an emergent coding scheme to categorize
principals’ ideas, and a knowledge integration framework to capture the development of these ideas. The analysis suggests
that principals frame their thinking about the implementation of TELS in terms of: principal leadership, curriculum, educational
policy, teacher learning, student outcomes and financial resources. They seek to improve their own knowledge to support this
reform. The principals organize their ideas around individual school goals and current political issues. Principals prefer
professional development activities that engage them in reviewing curricula and student work with other principals. Based
on the analysis, this study offers guidelines for creating learning opportunities that enhance principals’ leadership abilities
in technology and science reform. 相似文献