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Assessing the Life Science Knowledge of Students and Teachers Represented by the K–8 National Science Standards

机译：评估以K–8国家科学标准为代表的学生和教师的生命科学知识

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摘要

We report on the development of an item test bank and associated instruments based on the National Research Council (NRC) K–8 life sciences content standards. Utilizing hundreds of studies in the science education research literature on student misconceptions, we constructed 476 unique multiple-choice items that measure the degree to which test takers hold either a misconception or an accepted scientific view. Tested nationally with 30,594 students, following their study of life science, and their 353 teachers, these items reveal a range of interesting results, particularly student difficulties in mastering the NRC standards. Teachers also answered test items and demonstrated a high level of subject matter knowledge reflecting the standards of the grade level at which they teach, but exhibiting few misconceptions of their own. In addition, teachers predicted the difficulty of each item for their students and which of the wrong answers would be the most popular. Teachers were found to generally overestimate their own students’ performance and to have a high level of awareness of the particular misconceptions that their students hold on the K–4 standards, but a low level of awareness of misconceptions related to the 5–8 standards.

机译：我们根据国家研究委员会（NRC）K-8生命科学内容标准报告了项目测试库和相关仪器的开发情况。利用科学教育研究文献中有关学生误解的数百项研究，我们构建了476个独特的多项选择题，用于衡量应试者对误解或接受的科学观点的程度。在对30,594名学生进行了全国性测试之后，他们对生命科学进行了研究，并向353名教师进行了测试，这些项目揭示了一系列有趣的结果，尤其是学生在掌握NRC标准方面遇到的困难。教师还回答了测试项目，并展示了高水平的主题知识，反映出他们所教的年级水平的标准，但对自己的误解很少。此外，教师还为学生预测了每个项目的难度，并且哪个错误答案最受欢迎。人们发现，教师通常会高估自己的学生的表现，并对学生对K–4标准的特定误解有较高的认识，而对与5–8标准有关的误解的认识却较低。

著录项

期刊名称 CBE Life Sciences Education
作者
Philip M. Sadler; Harold Coyle; Nancy Cook Smith; Jaimie Miller; Joel Mintzes; Kimberly Tanner; John Murray;
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作者单位

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年(卷),期 2013(12),3
年度 2013
页码 553–575
总页数 23
原文格式 PDF
正文语种
中图分类生理学;
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1. Assessing the Life Science Knowledge of Students and Teachers Represented by the K–8 National Science Standards [J] . Philip M. Sadler, Harold Coyle, Nancy Cook Smith, CBE Life Sciences Education . 2013,第3期

机译：评估以K–8国家科学标准为代表的学生和教师的生命科学知识
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3. Impact of a Student-Teacher-Scientist Partnership on Students' and Teachers' Content Knowledge, Attitudes Toward Science, and Pedagogical Practices [J] . Ana K. Houseal, Fouad Abd-El-Khalick, Lizanne Destefano Journal of research in science teaching . 2014,第1期

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4. Assessing student understanding in the molecular life sciences using a concept inventory [C] . Wright T., Howitt S, Hamilton S. Incorporating of the Australian Society for Biochemistry and Molecular Biology Combio . 2009

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5. Rhetoric and reality: Congruence between the knowledge and practice of assessment of the classroom science teacher and the reform initiative of the National Science Education Standards. [D] . Gummer, Edith S. 2000

机译：修辞与现实：课堂科学教师评估的知识和实践与国家科学教育标准的改革倡议之间的一致性。
6. Knowledge and information sources on standard precautions and infection control of health sciences students at King Saud bin Abdulaziz University for Health Sciences Saudi Arabia Riyadh [O] . Abdullah Khubrani, Meshal Albesher, Abdulah Alkahtani, -1

机译：沙特阿拉伯沙特阿拉伯国王沙特·本·阿卜杜勒阿齐兹国王健康科学大学有关健康科学学生的标准预防措施和感染控制的知识和信息来源
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机译：教师和学生调查太空植物：教师指南与生命科学活动

Assessing the Life Science Knowledge of Students and Teachers Represented by the K–8 National Science Standards

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