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首页> 外文会议>IEEE International Conference on Advanced Learning Technologies >Towards a Teaching Analytics Tool for Supporting Reflective Educational (re) Design in Inquiry-Based STEM Education
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Towards a Teaching Analytics Tool for Supporting Reflective Educational (re) Design in Inquiry-Based STEM Education

机译：寻求一种教学分析工具，以支持基于探究的STEM教育中的反思性教育（重新）设计

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摘要

Providing appropriate tool-supported guidance to students is an essential aspect of technology-supported inquiry-based STEM education, in order to facilitate them in engaging in diverse inquiry tasks. However, analyzing educational designs and evaluating the level of tool-supported guidance provided towards reflective remedying actions is not a trivial task, especially for novice STEM teachers. In this context, the paper presents the design and preliminary evaluation of an inquiry-based STEM Teaching Analytics Tool. This tool aims to visually analyze and evaluate existing educational designs in terms of the level of technology-supported guidance they offer and support teachers' reflective (re) design. The preliminary evaluation results attest to the high levels of accuracy of the proposed Teaching Analytics Tool and provide evidence of its capacity to inform future Teaching and Learning Analytics tools for facilitating STEM teachers to engage in data-driven reflective (re) design of their practice.
机译：为学生提供适当的工具支持的指导是基于技术的基于探究的STEM教育的重要方面，以便于他们从事各种探究任务。但是，分析教育设计并评估为反思性补救措施提供的工具支持的指导水平并非易事，特别是对于STEM新手教师而言。在这种情况下，本文介绍了基于查询的STEM教学分析工具的设计和初步评估。该工具旨在根据现有教育设计提供的技术支持指导的水平，从视觉上对其进行分析和评估，并支持教师的反思性（重新）设计。初步评估结果证明了拟议的教学分析工具的准确性很高，并提供了其证明其有能力为未来的教学分析工具提供信息的能力的证据，以便利STEM教师进行以数据为依据的反思（重新）设计。

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