Exploring in-service science teachers' assessment literacy on teaching with models
department or school: Education, Faculty of
department or school: Curriculum and Pedagogy (EDCP), Department of
data provider: DSpace
degree campus: UBCV
creator: Gonzalez Donoso, Alexis Miguel
issued: 2021-12-07T21:55:16Z
issued: 2021
related degree: Doctor of Philosophy - PhD
degree grantor: University of British Columbia
description: Model-based Teaching (MBT) is an approach to teaching science that promotes the generation, evaluation, and modification of students’ mental models (GEM cycle). This study is a sequential mixed-methods study to explore in-service science teachers (ISTs)’ assessment literacy about teaching with models. A questionnaire was administered to 416 ISTs from Chile and Canada to investigate their knowledge of models in science education and how often they assessed their students’ reasoning with models. Then, a focused investigation on the development of five Chilean ISTs’ assessment literacy in MBT was undertaken. This investigation involved classroom observations and interviews before and after participating in an online professional development course on MBT. Quantitative data from the questionnaires were analyzed using regression analysis and factor analysis. A cross-case analysis was conducted with the five teachers to compare their assessment literacy. Results of the questionnaire showed that ISTs’ knowledge of models and modeling was positively and significantly related to their assessment literacy. Regarding the five ISTs’ pedagogy, it was found that most ISTs had beginner levels of proficiency in assessment literacy in MBT. After attending the online course, they continued using models to convey information. One experienced teacher; however, promoted a full GEM cycle which indicated that her enactments might have been influenced by her pedagogical content knowledge and years of teaching experience. These results showed that when ISTs are more literate in MBT, it influences their pedagogy regarding how they promote student generation and evaluation of their own models. Specifically, evidence was found that ISTs use assessment to i) judge students’ reasoning with models; ii) communicate feedback to clarify students’ conceptual doubts; iii) give opportunities to express their models and iv) promote the revision of generated models, for example, through the evaluation of…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/80392
note: Exploring In-Service Science Teachers’ Assessment Literacy on Teaching with Models by Alexis Miguel Gonzalez Donoso M Ed., University of Santiago, Chile, 2012 B. Sc., University of Santiago, Chile, 2009 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Curriculum Studies) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) December 2021 © Alexis Miguel Gonzalez Donoso, 2021 ii The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the dissertation entitled: Exploring In-Service Science Teachers’ Assessment Literacy on Teaching with Models submitted by Alexis Miguel Gonzalez Donoso in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Curriculum Studies Examining Committee: Dr. Samia Khan, Associate professor, Department of Curriculum and Pedagogy, UBC Supervisor Dr. Jackie Stewart, Associate professor, Department of Chemistry, UBC Supervisory Committee Member Dr. Yan Liu, Assistant professor, Department of Psychology, Carleton University Supervisory Committee Member Dr. Ann Anderson, Associate professor, Department of Curriculum and Pedagogy, UBC University Examiner Dr. Gregory Dake, Associate professor, Department of Chemistry, UBC University Examiner iii Abstract Model-based Teaching (MBT) is an approach to teaching science that promotes the generation, evaluation, and modification of students’ mental models (GEM cycle). This study is a sequential mixed-methods study to explore in-service science teachers (ISTs)’ assessment literacy about teaching with models. A questionnaire was administered to 416 ISTs from Chile and Canada to investigate their knowledge of models in science education and how often they assessed their students’ reasoning with models. Then, a focused investigation on the development of five Chilean ISTs’ assessment literacy in MBT was und…
has type: Thesis/Dissertation
date issued: 2022-05
is shown at: 10.14288/1.0404500
language: eng
degree discipline: Curriculum Studies
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
contributor: Khan, Samia
type: Text
identifier URI: http://hdl.handle.net/2429/80392