Science Education Department, Harvard Smithsonian Center for Astrophysics, Cambridge, MA 02138, USA.
CBE Life Sci Educ. 2013 Fall;12(3):553-75. doi: 10.1187/cbe.12-06-0078.
We report on the development of an item test bank and associated instruments based on the National Research Council (NRC) K-8 life sciences content standards. Utilizing hundreds of studies in the science education research literature on student misconceptions, we constructed 476 unique multiple-choice items that measure the degree to which test takers hold either a misconception or an accepted scientific view. Tested nationally with 30,594 students, following their study of life science, and their 353 teachers, these items reveal a range of interesting results, particularly student difficulties in mastering the NRC standards. Teachers also answered test items and demonstrated a high level of subject matter knowledge reflecting the standards of the grade level at which they teach, but exhibiting few misconceptions of their own. In addition, teachers predicted the difficulty of each item for their students and which of the wrong answers would be the most popular. Teachers were found to generally overestimate their own students' performance and to have a high level of awareness of the particular misconceptions that their students hold on the K-4 standards, but a low level of awareness of misconceptions related to the 5-8 standards.
我们报告了基于国家研究理事会（NRC）K-8 生命科学内容标准开发的项目试题库和相关工具。利用数百项关于学生错误概念的科学教育研究文献中的研究，我们构建了 476 个独特的多项选择题，以衡量测试者持有错误概念或公认的科学观点的程度。在全国范围内对 30594 名学生进行了测试，这些学生在学习生命科学后，他们的 353 名教师也参加了测试，这些项目揭示了一系列有趣的结果，特别是学生在掌握 NRC 标准方面的困难。教师还回答了测试题，并展示了高水平的学科知识，反映了他们所教年级的标准，但自身几乎没有错误概念。此外，教师为学生预测了每个项目的难度，以及哪些错误答案最受欢迎。结果发现，教师通常高估自己学生的表现，并且对学生在 K-4 标准上持有的特定错误概念有很高的认识，但对与 5-8 标准相关的错误概念的认识水平较低。
