Second graders’ emerging particle models of matter in the context of learning through model-based inquiry
Second graders’ emerging particle models of matter in the context of learning through model-based inquiry
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二年级学生在通过基于模型的探究学习的背景下新兴的物质粒子模型
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发表时间：
2017
期刊：
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通讯作者：
J. Wills
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作者：
A. Samarapungavan;L. Bryan;J. Wills
在这篇论文中，我们提出了一项关于二年级学生在内容丰富的、基于模型的探究教学中学习物质本质的研究。教学的目标是帮助学生学习使用简单的粒子模型来解释物质的状态和相变。我们考察了学生对物质观念的变化，他们新出现的粒子模型的一致性，以及课堂科学话语如何影响学生的学习。这项研究是在中西部一所农村公立学校的两个二年级教室里进行的。我们与两位老师合作，帮助他们为学生设计建模活动，以补充教师之前使用的全选项科学系统(FOSS™)科学课程中的课程。我们的学生学习数据来源包括学生在完成小学建模(MPG)课程之前和之后的个人访谈，学生在学习过程中创作的人工制品，如海报和科学笔记本条目，以及MPG课程的录像带。我们的发现表明，参加MPG模型探究课的二年级学生学会了使用简单的粒子模型来描述和解释各种物质现象。例如，他们可以使用粒子模型来解释固体、液体和气体的外观和行为的差异，并解释相变期间物质发生了什么。我们还发现MPG教师在组织课堂话语方面的差异，我们的结果表明，这种差异与学生模型的连贯性的差异有关。©2017威利期刊公司J Res Sci Teach 9999：XX-XX，2017
In this paper, we present a study of second graders’ learning about the nature of matter in the context of content-rich, model-based inquiry instruction. The goal of instruction was to help students learn to use simple particle models to explain states of matter and phase changes. We examined changes in students’ ideas about matter, the coherence of their emerging particle models, and how classroom science discourse influenced students’ learning. The study was conducted in two second grade classrooms in a rural Midwestern public school. We worked with the two teachers to help them design modeling activities for students to complement lessons from the Full Option Science System (FOSS™) science curriculum the teachers had previously used. Our data sources for student learning included individual interviews with students before and after they completed the set of Modeling in the Primary Grades (MPG) lessons, artifacts created by students during learning such as posters and science notebook entries, and videotapes of MPG lessons. Our findings suggest that second grade students who engaged in MPG model-based inquiry lessons learned to use simple particle models to describe and explain a variety of material phenomena. For example, they could use particle models to account for differences in the appearance and behavior of solids, liquids, and gases and to explain what happens to matter during phase transitions. We also found variations in how MPG teachers structured classroom discourse, and our results suggest that such variations are associated with differences in the coherence of student models. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 9999:XX–XX, 2017