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首页> 外文期刊>Journal of Science Education and Technology >Technology Use in Science Instruction (TUSI): Aligning the Integration of Technology in Science Instruction in Ways Supportive of Science Education Reform
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Technology Use in Science Instruction (TUSI): Aligning the Integration of Technology in Science Instruction in Ways Supportive of Science Education Reform

机译：科学教学中的技术使用（TUSI）：以支持科学教育改革的方式调整科学教学中的技术集成

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This study describes the development of an instrument to investigate the extent to which technology is integrated in science instruction in ways aligned to science reform outlined in standards documents. The instrument was developed by: (a) creating items consistent with the five dimensions identified in science education literature, (b) establishing content validity with both national and international content experts, (c) refining the item pool based on content expert feedback, (d) piloting testing of the instrument, (e) checking statistical reliability and item analysis, and (f) subsequently refining and finalization of the instrument. The TUSI was administered in a field test across eleven classrooms by three observers, with a total of 33 TUSI ratings completed. The finalized instrument was found to have acceptable inter-rater intraclass correlation reliability estimates. After the final stage of development, the TUSI instrument consisted of 26-items separated into the original five categories, which aligned with the exploratory factor analysis clustering of the items. Additionally, concurrent validity of the TUSI was established with the Reformed Teaching Observation Protocol. Finally, a subsequent set of 17 different classrooms were observed during the spring of 2011, and for the 9 classrooms where technology integration was observed, an overall Cronbach alpha reliability coefficient of 0.913 was found. Based on the analyses completed, the TUSI appears to be a useful instrument for measuring how technology is integrated into science classrooms and is seen as one mechanism for measuring the intersection of technological, pedagogical, and content knowledge in science classrooms.
机译：这项研究描述了一种工具的开发，该工具以与标准文档中概述的科学改革相一致的方式调查技术在科学教学中的整合程度。该工具是通过以下方式开发的：（a）创建与科学教育文献中确定的五个维度一致的项目；（b）与国内和国际内容专家一起确定内容有效性；（c）根据内容专家的反馈意见完善项目库；（ d）对仪器进行试点测试，（e）检查统计可靠性和项目分析，以及（f）随后对仪器进行完善和最终确定。 TUSI由三名观察员在11个教室的实地测试中进行了管理，总共完成了33 TUSI评级。发现最终的仪器具有可接受的评估者间类内相关可靠性估计。在开发的最后阶段之后，TUSI仪器由26个项目组成，分为原始的五个类别，与项目的探索性因素分析聚类一致。此外，通过改革后的教学观察协议确定了TUSI的并发有效性。最后，在2011年春季，观察到了随后的17个不同教室，对于9个观察到技术集成的教室，总的Cronbach alpha可靠性系数为0.913。根据已完成的分析，TUSI似乎是衡量技术如何整合到科学教室中的有用工具，并且被视为衡量科学教室中技术，教学和内容知识的交集的一种机制。

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