通过形成性评估增强概念理解:在物理课堂进行随机控制干预研究的结果
Andreas Lichtenberger1, Sarah I Hofer2, Elsbeth Stern3
1Laboratory for Solid State Physics, ETH Zurich, John-Von-Neumann-Weg 9, 8093 Zurich, Switzerland.
概括
在形成性评估 (FA) 中进行的短时间教师培训显著改善了学生对物理学的概念理解. 这种方法增强了学习,而不影响定量解决问题的技能.
科学领域:
- 物理教育研究 物理学教育研究
- 教育心理学教育心理学
背景情况:
- 培养性评估 (FA) 是为了增强学习而被重视的,但由于时间限制而面临实施挑战.
- 将有效的FA策略集成到课堂实践中,对于学生的成功至关重要.
研究的目的:
- 调查结构化形成性评估对教师培训对学生概念理解和物理问题的解决能力的影响.
- 通过频繁的测试和传统的教学方法来比较形成性评估的有效性.
主要方法:
- 一项集群随机控制干预研究,涉及29名教师和604名中学生.
- 三组:具有培训的形成性评估 (FA),没有FA培训的频繁测试 (FT) 和传统教学 (TT).
- 干预侧重于动力学,利用概念问题,监测工具,点击器会话和反思课程.
主要成果:
- 在FA组的学生在干预后立即表现出卓越的概念理解,3个月后.
- 在概念理解方面,没有观察到FT和TT集团之间的显著差异.
- 在FA组中,概念和定量知识的整合得到了改善,表明解决问题的技能没有权衡.
结论:
- 一个结构良好的,简短的形成性评估教师培训可以有效地提高学生在具有挑战性的物理内容的学习.
- 形成性评估,当有效地实施时,支持物理学的概念理解和定量技能.
- 该研究强调了有针对性的教师专业发展在加强物理教育方面的潜力.
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