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首页> 外文期刊>Journal of research in science teaching >Developing and validating Next Generation Science Standards-aligned learning progression to track three-dimensional learning of electrical interactions in high school physical science
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Developing and validating Next Generation Science Standards-aligned learning progression to track three-dimensional learning of electrical interactions in high school physical science

机译：开发和验证下一代科学标准对齐的学习进展，以跟踪高中物理科学电气互动的三维学习

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摘要

The Framework for K-12 science education (TheFramework) and Next Generation Science Standards (NGSS) emphasize the usefulness of learning progressions in helping align curriculum, instruction, and assessment to organize the learning process. TheFrameworkdefines three dimensions of science as the basis of theoretical learning progressions described in the document and used to develop NGSS. The three dimensions include disciplinary core ideas, scientific and engineering practices, and crosscutting concepts. TheFrameworkdefines three-dimensional learning (3D learning) as integrating scientific and engineering practices, crosscutting concepts, and disciplinary core ideas to make sense of phenomena. Three-dimensional learning leads to the development of a deep, useable understanding of big ideas that students can apply to explain phenomena and solve real-life problems. While theFrameworkdescribes the theoretical basis of 3D learning, and NGSS outlines possible theoretical learning progressions for the three dimensions across grades, we currently have very limited empirical evidence to show that a learning progression for 3D learning can be developed and validated in practice. In this paper, we demonstrate the feasibility of developing a 3D learning progression (3D LP) supported by qualitative and quantitative validity evidence. We first present a hypothetical 3D LP aligned to a previously designed NGSS-based curriculum. We further present multiple sources of validity evidence for the hypothetical 3D LP, including interview analysis and item response theory (IRT) analysis to show validity evidence for the 3D LP. Finally, we demonstrate the feasibility of using the assessment tool designed to probe levels of the 3D LP for assigning 3D LP levels to individual student answers, which is essential for the practical applicability of any LP. This work demonstrates the usefulness of validated 3D LP for organizing the learning process in the NGSS classroom, which is essential for the successful implementation of NGSS.
机译：K-12科学教育（TheFramework）和下一代科学标准（NGSS）框架强调了学习进展在帮助对齐课程，指导和评估方面，以组织学习过程。 TheFrameWorkdefines三维科学作为文档中描述的理论学习进展的基础，并用于开发NGSS。三个维度包括纪律核心思想，科学和工程实践和横切概念。 TheFrameWorkdefines三维学习（3D学习）作为整合科学和工程实践，横切概念和纪律核心思想来造成现象。三维学习导致了深刻，可用的对学生可以申请解释现象并解决现实问题的大想法的发展。虽然FameWorkDescribes 3D学习的理论基础，但NGSS概述了跨等级的三个维度的理论学习进展，我们目前具有非常有限的经验证据，以表明可以在实践中开发和验证3D学习的学习进展。在本文中，我们展示了通过定性和定量有效性证据支持支持3D学习进展（3D LP）的可行性。我们首先向先前设计的基于NGSS的课程进行假设的3D LP。我们进一步为假设3D LP提供了多种有效性证据来源，包括面试分析和项目响应理论（IRT）分析，以显示3D LP的有效证据。最后，我们展示了使用评估工具的可行性，所述评估工具探测3D LP的水平，用于将3D LP水平分配给个别学生答案，这对于任何LP的实际适用性至关重要。这项工作展示了验证的3D LP对组织NGSS课堂学习过程的有用性，这对于成功实施NGSS至关重要。

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