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首页> 外文学位 >A Novel Approach to Fostering Next Generation Science Knowledge in Middle School Students: Introducing Double-Blinded Reviews in Classroom Formative Assessments.
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A Novel Approach to Fostering Next Generation Science Knowledge in Middle School Students: Introducing Double-Blinded Reviews in Classroom Formative Assessments.

机译：培养中学生下一代科学知识的新方法：在课堂形成性评估中引入双盲评论。

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摘要

Recent reform in K-12 science advocates for fostering a new type of integrated knowledge, where disciplinary ideas are learned through the practices of scientists and engineers. Moreover, when fostering this knowledge, the reform emphasizes the need to illuminate to students the practices of scientists and engineers and to promote learning by making learning relevant to students' lives. This dissertation addresses the reform's vision in the context of classroom formative assessments. An online assessment called the 4R Activity was designed and embedded in a middle school climate change curriculum. Similar to scientists and engineers, students in the 4R Activity built knowledge products by receiving and providing double-blinded reviews and using the reviews to revise their products. A mixed-methods approach was adopted to investigate: (a) students' achievement outcomes before and after participating in the 4R Activity; (b) the quality of the products generated during the 4R Activity; and (c) students' perspectives on different aspects of the 4R Activity. A fixed effects regression model was estimated to compare the achievement outcomes of the 4R Activity participants (N=173, intervention) to those who used a conventional formative assessment (N=226, control) within the same curriculum. The 4R Activity participants demonstrated achievement gains that were, on average, 2.2 times higher than that of the control group. Furthermore, in the 4R Activity the achievement gains were highest for traditionally underrepresented groups in the sciences (e.g., females, African Americans). Next, qualitative techniques were used to examine the patterns and characteristics of students' artifacts (e.g., revised products, peer review) over three 4R Activity cycles. Findings revealed that over time students incorporated feedback to construct high quality knowledge products and provided comprehensive peer reviews. Twenty-two students' perspectives on the 4R Activity were documented through semi-structured interviews. Students' accounts revealed their awareness of connections between aspects of the 4R Activity and their interests (e.g., playing sports) as well as connections between the activity and the work of scientists and engineers. Together the studies showcase how a formative assessment resource can be used to promote learning, engage students in the practices of professionals and elicit students' interests and experiences to inform further learning.
机译：最近的K-12科学改革倡导培育一种新型的综合知识，即通过科学家和工程师的实践来学习学科思想。此外，在培养这些知识时，改革强调必须向学生阐明科学家和工程师的实践，并通过使学习与学生的生活相关来促进学习。本文在课堂形成性评估的背景下阐述了改革的愿景。设计了一个在线评估称为4R活动，并将其嵌入中学气候变化课程中。与科学家和工程师相似，“ 4R活动”的学生通过接收和提供双盲评论并使用评论来修改其产品来构建知识产品。采用了一种混合方法来调查：（a）学生参加4R活动前后的成绩结果； （b）4R活动期间产生的产品质量； （c）学生对4R活动不同方面的看法。估计了固定效应回归模型，以比较4R活动参与者（N = 173，干预）与在同一课程中使用常规形成性评估（N = 226，对照）的成就结果。 4R活动参与者表现出的成就提高平均是对照组的2.2倍。此外，在4R活动中，科学领域传统上代表性不足的群体（例如，女性，非裔美国人）取得的成就最高。接下来，在三个“ 4R活动”周期中，使用定性技术来检查学生文物的模式和特征（例如，修改过的产品，同行评议）。调查结果显示，随着时间的流逝，学生们将反馈纳入了信息，以构建高质量的知识产品，并提供了全面的同行评议。通过半结构化访谈记录了22名学生对4R活动的看法。学生的陈述显示了他们对4R活动各个方面与他们的兴趣（例如，参加体育运动）之间的联系以及活动与科学家和工程师的工作之间的联系的意识。这些研究共同展示了如何使用形成性评估资源来促进学习，使学生参与专业实践，并激发学生的兴趣和经验，为进一步学习提供信息。

著录项

  • 作者

    Zaidi, Sania Zahra.;

  • 作者单位

    University of Michigan.;

  • 授予单位 University of Michigan.;
  • 学科 Education.
  • 学位 Ph.D.
  • 年度 2016
  • 页码 258 p.
  • 总页数 258
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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