高中化学学业水平考试与课程标准的一致性分析

基于SEC一致性分析模式,对某省2010、2011、2012年的高中化学学业水平考试试题中必修部分与课程标准的一致性进行研究,得出2者之间不存在统计学意义上显著的一致性。通过柱形图,从认知水平和内容主题2个维度分析影响试题与课程标准一致性的因素。最后对一致性研究方法和分析结果进行了简单的讨论和反思。     

以卓越工程师培养目标为导向的材料化学课程改革实践

基于卓越工程师培养目标,以专业综合能力为本,以行业实际技能为核心,面向新材料领域的现状及发展,以金陵科技学院教育部卓越工程师教育培养计划实施专业“材料科学与工程”为例,构建材料化学课程教学的知识体系、实施过程、评价方法。     

The beliefs of ‘Tomorrow's Teachers’ about mathematics: precipitating change in beliefs as a result of participation in an Initial Teacher Education programme

Mathematics education research has given increasing attention to the role of affective factors in the learning process. While 'affect' is used to refer to a variety of aspects including feelings, emotions, beliefs, attitudes and conceptions, this paper focuses on 'beliefs' of elementary pre-service teachers. In particular, the study evaluates the effect of participation in a reform-based elementary pre-service teacher education (referred to as Initial Teacher Education (ITE)) programme on participants' 'beliefs about the nature of mathematics'. This was completed using two (sub)scales of the Aiken's Revised Mathematics Scale measuring Enjoyment of Mathematics (E) and belief in the Value of Mathematics (V). Both scales were administered before and after participants completed the mathematics education programme, which consisted of 5 compulsory and consecutive modules. This study reveals that entry-level pre-service teachers report generally positive beliefs about the value of and enjoyment in doing mathematics. The findings challenge previous research, which report the tendency of teachers' beliefs to be resistant to change while in teacher education and suggest that it is possible for ITE mathematics education programmes to stimulate improvement in beliefs and attitudes among participants. Particular programme features are identified as instrumental in this positive change in beliefs about mathematics.     

Characterization of curriculum materials to support NGSS-aligned engineering instruction in chemistry teaching

Curriculum materials can play a major role in shaping teachers’ thinking about instruction and content as well as serve as a support for teachers’ learning. With the inclusion of engineering in NGSS, many teachers may be turning to existing curriculum materials to help them infuse engineering into their science classroom, especially when they do not have the time or opportunity for professional development sessions. In this study, we identified a sample of curriculum materials freely available online to chemistry teachers trying to incorporate engineering in the topics of stoichiometry and/or energy, common topics in secondary chemistry curricula. Using qualitative coding methods, we examined what this sample had to offer the chemistry teachers in the way of developing their understanding of engineering and teaching it. Our findings indicate that within our sample there are limited existing curriculum materials to support teachers’ engineering incorporation into secondary chemistry, and the support for teachers varied in terms of content and usefulness across the materials. The materials provided procedural information for activities but lacked in supports for teacher learning and student development beyond the procedure. Implications for the enactment of NGSS in secondary science along with needs for curriculum development and teacher learning are discussed.     

What does it mean to critique? An exploration of the types of critiques promoted in seventh-grade mathematics curriculum and assessment materials

While research in mathematics education has shown that mathematics assessments are highly consequential, traditional assessments often lag behind advancements in instructional methods. One such advancement is the promotion of mathematical habits of mind such as students' abilities to critique others' reasoning. This study explored the use of student work embedded in seventh-grade curriculum-based mathematics assessment tasks as a mechanism for critiquing others' thinking. The researcher investigated the prevalence and nature of student work in assessment tasks as compared to textbook tasks from five seventh-grade, Common Core State Standards for Mathematics-aligned curriculum series. The text analyses findings revealed that while there were multiple critique types in student work across both assessment and textbook tasks, there were substantial differences between students' opportunities to make sense of someone else's mathematical thinking in curriculum-based assessments as compared to the student textbooks. These findings reinforced prior curriculum and assessment research that found assessment often lags behind instructional methods.     

Development of elementary teachers' science,technology, engineering,arts, and mathematics planning practices

The purpose of this instrumental case study was to understand elementary teachers' planning of Science, Technology, Engineering, Arts, and Mathematics (STEAM) curriculum during a two-year professional development experience. This research was guided by the following question: What planning practices developed or changed during a professional development experience? Analysis of 25 teachers' planning documents indicated growth in the following areas: (a) tighter alignment to fewer standards, (b) more meaningful integration and broader definitions of arts and technology, and (c) increased use of formative assessment but persistent difficulties in summatively assessing the multiple disciplines of STEAM. The growth in teachers' STEAM instruction from the beginning to the end of this two-year professional development was important in building our understanding of what constitutes sound design of STEAM inquiries.     

‘Post‐financial meltdown: What do the services industries need from us now?’ by Roger W. Hoerl and Ronald D. Snee: Discussion 1

Roger Hoerl and Ron Snee have done the statistical profession a major favor in providing their vision of what statisticians need to do to help service industries in the post‐meltdown environment. In this discussion, I briefly flesh out my understanding of the actions that statisticians must take to help service industries in the current and future environment. I then turn to a consideration of what I see as some of the significant weaknesses in current statistical curricula in preparing graduates to fulfill these new emerging needs. I conclude by making concrete proposals for some elements of a process for curricular reform. Copyright © 2009 John Wiley & Sons, Ltd.     

高校本科化学和应用化学专业人才培养中专业课程的设置研究

大学教育中专业课程设置是实现专业人才培养目标的核心。通过调研国内外部分高校本科化学和应用化学专业的专业基础课程、专业核心课程和专业延伸课程的设置情况,提出了本科化学类专业人才培养中合理设置3个层次课程的依据和建议,明确了专业课程结构,为制定本科化学类专业的人才培养方案提供了参考,对指导和促进化学类专业人才的培养具有重要意义。     

开展化学实验活动表现评价的尝试

化学实验活动表现评价对于提高中学化学实验教学质量,全面落实培养学生科学素养的目标,具有其他实验评价方式不可替代的特殊作用。目前国内外对于化学实验活动表现评价的研究比较匮乏,本文对构建新课程背景下的化学实验活动表现评价指标及其应用进行了探讨。     

县域“高中化学名师发展基地项目”的探索与实践

为落实《国家中长期教育改革和发展规划纲要》,提升教师专业素养,肥城市教体局与北京师范大学化学学院签订“高中化学名师发展基地项目”,围绕高中教师特别关注的教材教法、课程衔接、科普教育、教研与论文写作、高考指导等主题,形成了“教学研训立体化”的高中化学教师培训体系,提升了高中化学教师的整体教育教学水平,培养出一批教学名师,催生出县域高中与优质高师教育共建教师研训共同体新样态。