开发和使用可扩展的评估方法,衡量小学教师职前物质教学内容知识

IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in Science Teaching Pub Date : 2023-09-12 DOI:10.1002/tea.21894
Katherine E. Castellano, Jamie N. Mikeska
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引用次数: 0

摘要

科学教师教育领域对教师的教学内容知识(CKT)(包括学科知识和教学内容知识)的重要性有着强烈的共识。然而,目前能够方便地进行大规模管理和计分,以评估和研究小学科学教师教学内容知识的工具非常有限。这样的测量方法有助于对大型科学教师群体的 CKT 进行战略性监测,也有助于对科学教师的 CKT 问题进行纵向比较研究,以了解他们在不同专业领域或不同教师教育或专业发展场所的情况。为了弥补这一不足,本研究重点设计了一种可自动评分的终结性评价,用于测量小学职前教师(PSETs)在一个高杠杆科学内容领域的CKT:物质及其相互作用。我们对来自美国各地的 822 名职前小学教师进行了 CKT 测评工具的实地测试,并利用测评数据研究了这一工具作为测量职前小学教师在这一科学内容领域的 CKT 的潜在工具的功能。结果表明,该工具是可靠的,可以大规模用于支持对 PSET 在该内容领域的 CKT 进行有效推断。此外,维度分析表明,所有项目测量的是关于物质及其相互作用的 CKT 的单一建构,因为参与者的表现并没有因内容主题或科学教学工具类别的不同而有所差异。本文还讨论了加深该领域对 CKT 本质的理解的意义,以及开发终结性工具来评估科学教师 CKT 的方法。
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Developing and using a scalable assessment to measure preservice elementary teachers' content knowledge for teaching about matter

There is strong agreement in science teacher education of the importance of teachers' content knowledge for teaching (CKT), which includes their subject matter knowledge and their pedagogical content knowledge. However, there are limited instruments that can be easily administered and scored on a large scale to assess and study elementary science teachers' CKT. Such measures would support strategic monitoring of large groups of science teachers' CKT and the investigation of comparative questions about science teachers' CKT longitudinally across the professional continuum or across teacher education or professional development sites. To address this gap, this study focused on designing an automatically scorable summative assessment that can be used to measure preservice elementary teachers' (PSETs') CKT in one high-leverage science content area: matter and its interactions. We conducted a field test of this CKT instrument with 822 PSETs from across the United States and used the response data to examine how this instrument functions as a potential tool for measuring PSETs' CKT in this science content area. Results suggest this instrument is reliable and can be used on large scale to support valid inferences about PSETs' CKT in this content area. In addition, the dimensionality analysis showed that all items measure a single construct of CKT about matter and its interactions, as participants did not show any differential performance by content topic or work of teaching science instructional tool categories. Implications for progressing the field's understanding of the nature of CKT and approaches to developing summative instruments to assess science teachers' CKT are discussed.

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来源期刊
Journal of Research in Science Teaching
Journal of Research in Science Teaching EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.80
自引率
19.60%
发文量
96
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.
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