Storyline Units: An Instructional Model to Support Coherence from the Students’ Perspective
Storyline Units: An Instructional Model to Support Coherence from the Students’ Perspective
复制标题
故事情节单元：从学生的角度支持连贯性的教学模型
DOI：
--
复制
发表时间：
2021
影响因子：
1.9
通讯作者：
W. Penuel
中科院分区：
文献类型：
--
作者：
B. Reiser;Michael Novak;Tara A. W. McGill;W. Penuel
摘要框架和NGSS的愿景要求在教学方法和教材方面进行重大转变。我们认为，让学习者参与有意义的实践和支持学生的认知机构的承诺意味着我们支持从学生的角度出发的连贯性。当学生将他们的科学工作视为在他们的课堂社区致力于解决的问题和问题上取得进展时，这种一致性就会出现，而不是简单地遵循教科书或老师的指示。我们提出了一个教学模型，故事情节，来支持这种形式的连贯。故事情节教学法包括设计原则，让学生与现象和问题接触，引发他们自己的问题，教师在课程材料的支持下，用这些问题来指导他们制造感觉的轨迹。我们描述故事情节如何组织涉及现象、问题和感觉制造的循环，以逐步建立、测试和修改解释性模型和设计解决方案。故事情节由一系列教学常规和规范支持，这些常规和规范提供了指导教师与学生围绕现象、问题和感觉制造工作的策略和工具。这些例程反映了从锚定现象中引出问题的策略，通过导航让学生作为合作伙伴管理调查方向，将问题具体化以帮助学生找到到目前为止工作中的差距，以及将碎片组合在一起支持学生组装他们已经得出的东西。我们从小学、初中和高中故事情节单元中获得NGSS设计徽章的例子来说明这些设计原则在故事情节单元设计和实施中的应用。
ABSTRACT The vision of the Framework and NGSS requires important shifts in teaching approaches and instructional materials. We argue that this commitment to engaging learners in meaningful practice and supporting students’ epistemic agency entails that we support coherence from the students’ perspective. This coherence arises when students see their science work as making progress on questions and problems their classroom community has committed to address, rather than simply following directions from textbooks or teachers. We present an instructional model, storylines, to support this form of coherence. The storylines approach includes design principles for engaging students with phenomena and problems to elicit their own questions that teachers, with support of curriculum materials, use to guide the trajectory of their sensemaking. We describe how storylines organize cycles of engaging with phenomena, questions, and sensemaking to incrementally build, test, and revise explanatory models and design solutions. Storylines are supported by a collection of instructional routines and norms that provide strategies and tools to guide teachers’ work with students around phenomena, questions, and sensemaking. The routines reflect strategies for eliciting questions from anchoring phenomena, navigation to engage students as partners in managing the direction of investigations, problematizing to help students find gaps in their work so far, and putting pieces together to support students in assembling what they have figured out. We present examples from elementary, middle, and high school storyline-based units awarded the NGSS design badge to illustrate the application of these design principles in the design and enactment of storyline-based units.