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首页> 外文期刊>Journal of research in science teaching >Assessing Students' Understanding of Inquiry: What Do Prospective Science Teachers Notice?
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Assessing Students' Understanding of Inquiry: What Do Prospective Science Teachers Notice?

机译：评估学生对探究的理解：准科学老师注意什么？

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The theoretical construct of teacher noticing has allowed mathematics teacher educators to examine teacher thinking and practice by looking at the range of activities that teachers notice in the classroom. Guided by this approach to the study of teacher thinking, the central goal of this exploratory study was to identify what prospective science teachers notice when evaluating evidence of student understanding in another teacher's inquiry-based unit. Our results are based on the qualitative analysis of 43 prospective teachers' evaluations of assessment evidence presented to them in the form of a video case and associated written artifacts. Analysis of our data revealed two major categories of elements, Task-General and Task-Specific, noticed by our study participants. Task-General elements included attention to learning objectives, independent student work, and presentation issues and they often served to guide or qualify the specific inquiry skills that were evaluated. Task-Specific elements included the noticing of students' abilities to perform different components of an investigation. In general, study participants paid attention to important general and specific aspects of student work in the context of inquiry. However, they showed preferential attention to those process skills associated with designing an investigation versus those practices related to the analysis of data and generation of conclusions. Additionally, their interpretations of assessment outcomes were largely focused on the demonstration of general science process skills; much less attention was paid to the analysis of the epistemological validity or scientific plausibility of students' ideas. Our results provide insights into the design of meaningful learning experiences for prospective teachers that elicit, challenge, and enrich their conceptions of student understanding in the context of inquiry.
机译：教师注意的理论结构使数学教师教育者可以通过观察教师在课堂上注意到的活动范围来检查教师的思维和实践。以此研究老师思维的方法为指导，这项探索性研究的主要目标是确定在评估另一位教师探究单元中学生理解的证据时，准科学老师会注意什么。我们的结果基于对43位准教师对评估证据的评估的定性分析，评估以视频案例和相关书面文物的形式呈现给他们。对我们的数据进行分析后，我们的研究参与者注意到了这两个主要类别的要素，即“一般任务”和“特定任务”。任务一般元素包括对学习目标的关注，独立学生的工作和陈述问题，它们通常用于指导或限定所评估的特定探究技能。特定于任务的元素包括注意学生执行调查的不同部分的能力。一般而言，研究参与者会在探究的背景下关注学生工作的重要一般和特定方面。但是，他们优先关注与设计调查相关的那些过程技能，而不是与数据分析和得出结论相关的实践。此外，他们对评估结果的解释主要集中在证明普通科学过程技能方面；很少有注意力放在对学生思想的认识论有效性或科学合理性的分析上。我们的结果为潜在教师提供了有意义的学习体验设计的见解，这些教师在探究的背景下引发，挑战和丰富了他们对学生理解的概念。

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