{"title":"从能量和力的角度开发和验证与《下一代科学标准》相一致的化学键结构图","authors":"Leonora Kaldaras, Hope O. Akaeze, Joseph Krajcik","doi":"10.1002/tea.21906","DOIUrl":null,"url":null,"abstract":"<p>Chemical bonding is central to explaining many phenomena. Research in chemical education and the Framework for K–12 Science Education (the <i>Framework</i>) argue for new approaches to learning chemical bonding grounded in (1) using ideas of the balance of electric forces and energy minimization to explain bond formation, (2) using learning progressions (LPs) grounded in these ideas to support learning, and (3) engaging students in 3D learning reflected in integrating the three dimensions of scientific knowledge to make sense of phenomena. The dimensions include disciplinary core ideas, scientific and engineering practices, and crosscutting concepts. While the <i>Framework</i> describes the theoretical basis of 3D learning, empirical evidence for the development and validation of LPs for 3D learning is limited. This work addresses that issue for the topic of chemical bonding. We develop and validate a 3D construct map for chemical bonding grounded in the idea of balance of electric forces and energy minimization. A construct map represents a finer-grained LP spanning a shorter period and focusing on specific aspects of a larger-scale LP. An NGSS-aligned validated 3D LP has never been reported for the topic of chemical bonding. The LP is based on data from 9th grade Mid-Western and Western students who used the NGSS-aligned curriculum. Multiple validity evidence sources, including interview and item response theory analysis using an assessment tool developed to probe the 3D construct map levels, were used. We demonstrate the feasibility of using the assessment tool for assigning levels to individuals and groups of learners, which is essential for the practical applicability of the 3D construct map and provides teachers with information on how to promote learning. We hope that the 3D LP presented here will serve as a guide to develop instructional and assessment approaches for chemical bonding grounded in the fundamental scientific principles and aligned to NGSS.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":null,"pages":null},"PeriodicalIF":3.6000,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21906","citationCount":"0","resultStr":"{\"title\":\"Developing and validating an Next Generation Science Standards-aligned construct map for chemical bonding from the energy and force perspective\",\"authors\":\"Leonora Kaldaras, Hope O. Akaeze, Joseph Krajcik\",\"doi\":\"10.1002/tea.21906\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Chemical bonding is central to explaining many phenomena. Research in chemical education and the Framework for K–12 Science Education (the <i>Framework</i>) argue for new approaches to learning chemical bonding grounded in (1) using ideas of the balance of electric forces and energy minimization to explain bond formation, (2) using learning progressions (LPs) grounded in these ideas to support learning, and (3) engaging students in 3D learning reflected in integrating the three dimensions of scientific knowledge to make sense of phenomena. The dimensions include disciplinary core ideas, scientific and engineering practices, and crosscutting concepts. While the <i>Framework</i> describes the theoretical basis of 3D learning, empirical evidence for the development and validation of LPs for 3D learning is limited. This work addresses that issue for the topic of chemical bonding. We develop and validate a 3D construct map for chemical bonding grounded in the idea of balance of electric forces and energy minimization. A construct map represents a finer-grained LP spanning a shorter period and focusing on specific aspects of a larger-scale LP. An NGSS-aligned validated 3D LP has never been reported for the topic of chemical bonding. The LP is based on data from 9th grade Mid-Western and Western students who used the NGSS-aligned curriculum. Multiple validity evidence sources, including interview and item response theory analysis using an assessment tool developed to probe the 3D construct map levels, were used. We demonstrate the feasibility of using the assessment tool for assigning levels to individuals and groups of learners, which is essential for the practical applicability of the 3D construct map and provides teachers with information on how to promote learning. We hope that the 3D LP presented here will serve as a guide to develop instructional and assessment approaches for chemical bonding grounded in the fundamental scientific principles and aligned to NGSS.</p>\",\"PeriodicalId\":48369,\"journal\":{\"name\":\"Journal of Research in Science Teaching\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.6000,\"publicationDate\":\"2023-09-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21906\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Research in Science Teaching\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/tea.21906\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in Science Teaching","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/tea.21906","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Developing and validating an Next Generation Science Standards-aligned construct map for chemical bonding from the energy and force perspective
Chemical bonding is central to explaining many phenomena. Research in chemical education and the Framework for K–12 Science Education (the Framework) argue for new approaches to learning chemical bonding grounded in (1) using ideas of the balance of electric forces and energy minimization to explain bond formation, (2) using learning progressions (LPs) grounded in these ideas to support learning, and (3) engaging students in 3D learning reflected in integrating the three dimensions of scientific knowledge to make sense of phenomena. The dimensions include disciplinary core ideas, scientific and engineering practices, and crosscutting concepts. While the Framework describes the theoretical basis of 3D learning, empirical evidence for the development and validation of LPs for 3D learning is limited. This work addresses that issue for the topic of chemical bonding. We develop and validate a 3D construct map for chemical bonding grounded in the idea of balance of electric forces and energy minimization. A construct map represents a finer-grained LP spanning a shorter period and focusing on specific aspects of a larger-scale LP. An NGSS-aligned validated 3D LP has never been reported for the topic of chemical bonding. The LP is based on data from 9th grade Mid-Western and Western students who used the NGSS-aligned curriculum. Multiple validity evidence sources, including interview and item response theory analysis using an assessment tool developed to probe the 3D construct map levels, were used. We demonstrate the feasibility of using the assessment tool for assigning levels to individuals and groups of learners, which is essential for the practical applicability of the 3D construct map and provides teachers with information on how to promote learning. We hope that the 3D LP presented here will serve as a guide to develop instructional and assessment approaches for chemical bonding grounded in the fundamental scientific principles and aligned to NGSS.
期刊介绍:
Journal of Research in Science Teaching, the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, case study research, quantitative, experimental, quasi-experimental, data mining, and data analytics approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.