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Applying reflection and self-assessment practices to integrative stem lessons: A design-based research study to develop an instrument for elementary practitioners.

机译：将反思和自我评估实践应用到综合词干课程：一项基于设计的研究，旨在为基础从业者开发一种工具。

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摘要

This study utilized design-based research (DBR) to develop an empirically substantiated local instruction theory about the use of self-assessment and reflection in creating and assessing integrative STEM lessons. The research goals that guided this study are:;1. Determine the initial STEM self-efficacy level for the study's participants. 2. Utilize theories of reflection and self-assessment to create an instrument for preparing and assessing an integrative STEM lesson. 3. Refine the instrument through two Design-Based Research macro cycles to ensure appropriate content and applicability for use in a K-2 elementary classroom.;A conjectured local instruction theory was developed through the study's literature review. A reflective and self-assessment practice instrument that embodied this local instruction theory was then created. It was conjectured that teachers who undergo self-assessment and reflection are better able to create and assess their integrative STEM lessons. Therefore, the study's instrument was used to guide teachers through self-assessment and reflection of their integrative STEM lessons during their initial planning, active teaching, and post teaching times.;DBR relies on an iterative process where participants of a study assist in the identification of relevant contextual factors while aiding and enriching the researchers' understanding of the intervention itself through continuous cycles of design, enactment, analysis and redesign (Cobb, 2001; Design-Based Research Collective, 2003). This process contributes to how teachers can utilize self-assessment and reflection in creating and assessing integrative STEM lessons. The study's instrument was implemented at the same elementary school for the duration of the study.;Findings indicate that the use of self-assessment and reflection helped study participants create, assess, and even improve their integrative STEM lessons. In addition, study findings appear to indicate improved teacher self-efficacy beliefs upon implementing the study's instrument. A revised local instruction theory is presented as result of the findings from this study in Chapter 4.;Keywords: Reflection, Self-Assessment, Integrative STEM Education, Integrative STEM Lesson Planning, Teacher-Self-Efficacy, Reflection and Self-Assessment Instrument, Design-Based Research, Creating and Assessing Integrative STEM Lessons.
机译：这项研究利用基于设计的研究（DBR）来开发关于在建立和评估综合STEM课程中使用自我评估和反思的经验证实的本地指导理论。指导本研究的研究目标是：1。确定研究参与者的初始STEM自我效能水平。 2.利用反思和自我评估的理论，为准备和评估综合性STEM课程提供一种工具。 3.通过两个基于设计的研究宏周期完善该仪器，以确保在K-2初级课堂中使用适当的内容和适用性。;通过研究的文献综述，发展了一种推测性的本地教学理论。然后创建了体现这种本地教学理论的反思性和自我评估实践工具。可以推测，经过自我评估和反思的教师能够更好地创建和评估他们的综合STEM课程。因此，该研究的工具被用来指导教师在最初的计划，积极的教学和授课后的时间进行自我评估并反思其整合的STEM课。; DBR依赖于一个迭代过程，在此过程中，研究参与者可以帮助确定相关上下文因素，同时通过连续的设计，制定，分析和重新设计循环来帮助和丰富研究人员对干预本身的理解（Cobb，2001；基于设计的研究集体，2003）。这个过程有助于教师在创建和评估STEM集成课程时如何利用自我评估和反思。研究的工具是在研究期间在同一所小学实施的。研究结果表明，自我评估和反思的使用有助于研究参与者创建，评估甚至改善他们的综合STEM课程。此外，研究发现似乎表明在实施研究工具后教师自我效能感得到了改善。根据第4章的研究结果，提出了修订后的本地教学理论。关键词：反思，自我评估，STEM综合教育，STEM综合课程规划，教师自我效能感，反思和自我评估工具，基于设计的研究，创建和评估集成STEM课程。

著录项

  • 作者

    Cantu, Diana V.;

  • 作者单位

    Old Dominion University.;

  • 授予单位 Old Dominion University.;
  • 学科 Elementary education.;Educational technology.;Teacher education.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 152 p.
  • 总页数 152
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 古生物学;
  • 关键词

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