Empirical Validation of Integrated Learning Performances for Hydrologic Phenomena: 3rd-Grade Students' Model-Driven Explanation-Construction
Empirical Validation of Integrated Learning Performances for Hydrologic Phenomena: 3rd-Grade Students' Model-Driven Explanation-Construction
复制标题
DOI：
10.1002/tea.21226
复制
发表时间：
2015-09-01
影响因子：
4.6
通讯作者：
Schwarz, Christina V.
中科院分区：
文献类型：
--
作者：
Forbes, Cory T.;Zangori, Laura;Schwarz, Christina V.
水是贯穿K-12科学课程（包括小学）的一个重要主题。学生应参与对水文现象的基于模型的解释的阐述、讨论和修订。然而，过去的研究表明，学生，特别是早期学习者，往往难以理解水文现象，而且科学建模在小学科学学习环境中仍然没有得到重视。因此，需要更多的研究来理解和促进早期学习者在特定领域建模实践中的参与。为了满足这一需求，我们开展了基于设计的研究，以培养和调查三年级学生对水循环的基于模型的解释。在这里，我们报告了一套基于经验的学习绩效的发展，这些绩效整合了核心学科特定概念和科学建模的实践。该框架(i)为以水为重点的常用课程单元的迭代适应和增强奠定了基础，（ii）为持续发展跨越K-12年级的相关学习进程奠定了基础。其次，我们报告了调查三年级学生在水循环背景下基于模型的解释的研究结果。结果说明了小学生产生的基于机制的因果主张的认知特征，并突出了学生基于模型的水文循环解释中强调的目标概念和建模实践。(c) 2015 Wiley期刊公司
Water is a crucial topic that spans the K-12 science curriculum, including the elementary grades. Students should engage in the articulation, negotiation, and revision of model-based explanations about hydrologic phenomena. However, past research has shown that students, particularly early learners, often struggle to understand hydrologic phenomena and that scientific modeling remains underemphasized in elementary science learning environments. More research is, therefore, needed to understand and promote early learners' engagement in domain-specific modeling practices. To address this need, we are engaged in design-based research to foster and investigate 3rd-grade students' model-based explanations for the water cycle. Here, we report on the development of a set of empirically based learning performances that integrate core discipline-specific concepts and the practice of scientific modeling. This framework (i) grounds the iterative adaptation and enhancement of a commonly used curricular unit focused on water and (ii) lays the foundation for ongoing development of an associated learning progression that spans K-12 grades. Second, we report on findings from research investigating 3rd-grade students' model-based explanations within the context of the water cycle. Results illustrate epistemic features of mechanism-based causal claims elementary students generate and highlight both target concepts and modeling practices emphasized in students' model-based explanations for hydrologic cycling. (c) 2015 Wiley Periodicals, Inc.