开发自由回答问题以评估学习助理的教学内容知识

IF 2.2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Beth Thacker, Stephanie Hart, Kyle Wipfli, Jianlan Wang
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引用次数: 0

摘要

随着物理入门课程越来越注重学生的参与,学习助理(LA)的使用也越来越多。学习助理和其他教师需要具备足够的 PCK,才能有效地指导学生学习。我们的目标是研究学习助理在课堂上观察到的 PCK,并开发一套问题来评估学习助理的 PCK。我们的研究问题是是否可以用开放式书面问题来评估洛杉矶教师观察到的 PCK?我们录制了物理入门课堂上学生与助教互动的视频,开发了描述助教与学生互动的评分标准,并根据视频中的真实互动开发了自由回答问题。我们的成果包括:(1)在视频录制或自由回答书面评估中评估洛杉矶教师个人知识库的评分标准;(2)一套评估洛杉矶教师个人知识库的开放式书面问题。在书面和视频编码中,LA 都在一个或两个类别中占主导地位,因此可以对他们的 PCK 得出结论。我们通过展示一套评估洛杉矶教师个人知识库的问题的开发和验证,回答了我们的研究问题。我们的评分标准可用于分析视频和书面问题,供有兴趣评估洛杉矶大学教师 PCK 的督导人员使用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

The Development of Free-Response Questions to Assess Learning Assistants’ Pedagogical Content Knowledge

The Development of Free-Response Questions to Assess Learning Assistants’ Pedagogical Content Knowledge

As introductory physics courses increasingly focus on student engagement, the use of Learning Assistants (LAs) has increased. LAs and other instructors need to have sufficient PCK to effectively guide student learning. Our goal was to research LAs observed PCK in the classroom and to develop a set of questions to assess LAs’ PCK. Our research question was: Is it possible to assess LAs’ observed PCK with open-ended written questions? We video-recorded student-LA interactions in the introductory physics classrooms, developed rubrics to describe the interactions between LAs and students, and developed free-response questions based on the authentic interactions from the videos. Our results are (1) a rubric to assess LAs PCK in video recordings or free response written assessments and (2) a set of open-ended written questions that assess LAs PCK. The LAs were dominant in one or two categories in both the written and video coding, making it possible to draw conclusions about their PCK. We answered our research question by demonstrating the development and validation of a set of questions to assess LA’s PCK. Our rubric can be used to analyze both videos and written questions by supervisors who are interested in assessing their LAs’ PCK.

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来源期刊
Research in Science Education
Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.40
自引率
8.70%
发文量
45
期刊介绍: 2020 Five-Year Impact Factor: 4.021 2020 Impact Factor: 5.439 Ranking: 107/1319 (Education) – Scopus 2020 CiteScore 34.7 – Scopus Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership. RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research: Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and Advances our knowledge in science education research rather than reproducing what we already know. RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted. The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers. Empircal contributions are: Theoretically or conceptually grounded; Relevant to science education theory and practice; Highlight limitations of the study; and Identify possible future research opportunities. From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks. Before you submit your manuscript to RISE, please consider the following checklist. Your paper is: No longer than 6000 words, including references. Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability; Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education; Internationalised in the sense that your work has relevance beyond your context to a broader audience; and Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE. While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.
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