从教师产生的思维对共享问题的系统调查到表征和发展流利性训练活动的框架
From A Systematic Investigation of Faculty-Produced Think-Pair-Share Questions to Frameworks for Characterizing and Developing Fluency-Inspiring Activities
摘要：
我们对353个教师制作的多项选择题进行了调查，这些问题导致了对教师关于学科表征和智力任务的想法的关键见解，这些任务可以让学习者参与物理学和天文学的关键主题。这项工作的结果表明，对于许多主题，有一个缺乏多样性的表征特色，提出的智力任务，以及教师开发的问题所培养的复杂性水平。这些努力激励和通报了两个框架的发展：（1）一个课程特征框架，使我们能够系统地编码主动学习策略的学科表征，智力任务和推理的复杂性，一个活动提供给学习者;（2）课程开发框架，指导活动的发展，故意专注于提高学习者的学科流畅性。我们用我们的课程表征框架分析教师制作的思维配对共享问题，然后应用我们的课程开发框架生成（1）流利性验证问题，这是一个完善的教学策略的更强大的教学扩展，（2）学生代表任务，这是一种全新的天文学教学活动，将生成适当表示的责任转移到学习者身上。我们明确地解包，并提供流畅性验证问题和学生代表任务的例子，详细介绍了他们使用的教学学科代表加上新的问题和活动格式。
英文摘要：
Our investigation of 353 faculty-produced multiple-choice Think-Pair-Share questions leads to key insights into faculty members' ideas about the discipline representations and intellectual tasks that could engage learners on key topics in physics and astronomy. The results of this work illustrate that, for many topics, there is a lack of variety in the representations featured, intellectual tasks posed, and levels of complexity fostered by the questions faculty develop. These efforts motivated and informed the development of two frameworks: (1) a curriculum characterization framework that allows us to systematically code active learning strategies in terms of the discipline representations, intellectual tasks, and reasoning complexity that an activity offers the learner; and (2) a curriculum development framework that guides the development of activities deliberately focused on increasing learners' discipline fluency. We analyze the faculty-produced Think-Pair-Share questions with our curriculum characterization framework, then apply our curriculum development framework to generate (1) Fluency-Inspiring Questions, a more pedagogically powerful extension of a well-established instructional strategy, and (2) Student Representation Tasks, a brand new type of instructional activity in astronomy that shifts the responsibility for generating appropriate representations onto the learners. We explicitly unpack and provide examples of Fluency-Inspiring Questions and Student Representation Tasks, detailing their usage of Pedagogical Discipline Representations coupled with novel question and activity formats.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
