确定与教师在本科生物学课程中实施三维评估相关的因素
Crystal Uminski1,2, Brian A Couch1
1School of Biological Sciences, University of Nebraska, Lincoln, Nebraska, United States of America.
PloS one
|October 22, 2024
概括
为了改善科学教育,使用三维考试项目的教师还使用了布鲁姆的分类学和构建响应格式. 专业发展并没有显著影响这些对齐项目的使用.
科学领域:
- 科学教育研究科学教育研究
- 本科生理学教育的教育.
背景情况:
- 国家倡议倡导通过整合科学实践,跨界概念和学科核心思想来改变本科科学教育.
- 现有的研究表明,入门生物学考试中缺乏三维项目,这表明教师面临的潜在障碍.
研究的目的:
- 调查与本科生生物学考试项目与科学教育的三维框架调整相关的因素.
- 了解教师在开发和实施三维评估时所面临的挑战.
主要方法:
- 用一个通用的线性混合模型来分析影响使用三维评估项目的因素.
- 考试项目被分析,以与科学实践,跨界概念和学科核心思想保持一致.
主要成果:
- 使用三维物品的教师更有可能使用布鲁姆的分类学和构造答案问题格式.
- 专业发展并没有显著增加教练使用三维物品的可能性.
- 虽然很少有项目完全与科学实践保持一致,但大多数项目只是部分保持一致.
结论:
- 开发和评分构造响应评估需要大量的教师时间和资源.
- 讲师可以通过在现有项目上建立,与科学实践部分调整来增强三维对齐.
- 专业发展和社区应为旨在实现国家科学教育改革目标的教师提供有针对性的支持.
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