XÂY DỰNG CÂU HỎI ĐÁNH GIÁ TƯ DUY KHOA HỌC

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Tác giả: Thị Lâm Quỳnh Nguyễn, Văn Biên Nguyễn

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học và Công nghệ - Đại học Thái Nguyên, 2024

Mô tả vật lý: tr.20 - 27

Bộ sưu tập: Metadata

ID: 374617

Thêm vào giỏ Liên kết toàn văn

Các chùm câu hỏi đánh giá tư duy khoa học có khả năng ứng dụng rộng rãi trong các bài kiểm tra định kì, các đề thi tuyển sinh đại học, đảm bảo đánh giá được các yêu cầu cần đạt của chương trình các môn thuộc lĩnh vực khoa học tự nhiên (Vật lí, Hoá học, Sinh học) cũng như biểu hiện cụ thể của các năng lực chung trong Chương trình giáo dục phổ thông 2018. Hơn thế nữa, các chùm câu hỏi còn được sử dụng để đánh giá tư duy khoa học cho học sinh không học các môn Vật lí, Hoá học, Sinh học ở cấp trung học phổ thông. Trong bài báo này, chúng tôi trình bày các kết quả nghiên cứu về quy trình xây dựng câu hỏi đánh giá tư duy khoa học, bộ tiêu chí đánh giá câu hỏi và gợi ý cách lập ma trận đề kiểm tra sử dụng các chùm câu hỏi đánh giá tư duy thông qua việc áp dụng phương pháp nghiên cứu lí thuyết và phương pháp chuyên gia. Quy trình xây dựng các câu hỏi đánh giá tư duy khoa học do chúng tôi xây dựng gồm 8 bước và bộ tiêu chí đánh giá câu hỏi chùm gồm 9 tiêu chí. Chùm câu hỏi đánh giá tư duy khoa học được xây dựng theo quy trình mà chúng tôi đề xuất đáp ứng các yêu cầu chi tiết về cấu trúc, nội dung, hình thức và tỉ lệ các các câu hỏi đánh giá.Questions for evaluating scientific thinking can be widely applied in regular tests, university entrance exams, ensuring the evaluation of the required levels of the Physics, Chemistry and Biology curriculum as well as specific manifestations of general competencies in the 2018 Vietnam General Education Program. In addition, question clusters are also used to assess scientific thinking for students who do not learn Physics, Chemistry and Biology at the high school level. In this paper, we present the research results on the process of constructing questions for evaluating scientific thinking, the main evaluation criteria, and suggestions for setting up a matrix to validate the use of question clusters for evaluating thinking through the application of theoretical research methods and Delphi methods. The process of constructing questions for evaluating scientific thinking that we have developed consists of 8 steps and the question cluster evaluation criteria include 9 criteria. The question cluster for evaluating scientific thinking is constructed according to the process that we propose to meet the detailed requirements on structure, content, form, and ratio of types of evaluation questions.

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