A Hypothetical Learning Progression for Quantifying Phenomena in Science
A Hypothetical Learning Progression for Quantifying Phenomena in Science
复制标题
量化科学现象的假设学习进程
作者：
H. Jin;Cesar Delgado;Malcolm I. Bauer;E. Wylie;Dante Cisterna;Kenneth F. Llort
在这篇文章中，我们报告了一个三管齐下的努力，以创建一个假设的学习过程中的科学量化。首先，我们从历史和科学哲学中定义了量化能力，并制定了学习进展的假设水平。更具体地说，量化能力是指通过以下方式分析现象的能力：（a）从现象和观察中提取相关的可测量变量，（B）调查变量之间的数学关系，以及（c）将解释数学关系的科学思想概念化。量化学习过程包含四个层次的复杂性：1级，整体观察; 2级，属性; 3级，可测量变量; 4级，关系复杂性。其次，我们分析了下一代科学标准中的实践，以了解当前关于量化如何通过K-12教育发展（或应该发展）的假设。虽然有几个证据支持学习进展，但我们发现量化在实践中的描述并不一致。第三，我们使用了来自物理和生命科学项目实地测试的实证学生数据，以说明学生思维的质的差异，这些差异与假设的量化学习进展水平一致。通过生成一个假设的量化学习进展，我们为未来的标准制定工作奠定了基础，包括这一关键实践，并为课程开发人员和教师提供指导，帮助学生发展强大的科学理解。
In this article, we report on a three-pronged effort to create a hypothetical learning progression for quantification in science. First, we drew from history and philosophy of science to define the quantification competency and develop hypothetical levels of the learning progression. More specifically, the quantification competency refers to the ability to analyze phenomena through (a) abstracting relevant measurable variables from phenomena and observations, (b) investigating the mathematical relationships among the variables, and (c) conceptualizing scientific ideas that explain the mathematical relationships. The quantification learning progression contains four levels of increasing sophistication: level 1, holistic observation; level 2, attributes; level 3, measurable variables; and level 4, relational complexity. Second, we analyzed the practices in the Next Generation Science Standards for current, largely tacit, assumptions about how quantification develops (or ought to develop) through K-12 education. While several pieces of evidence support the learning progression, we found that quantification was described inconsistently across practices. Third, we used empirical student data from a field test of items in physical and life sciences to illustrate qualitative differences in student thinking that align with levels in the hypothetical learning progression for quantification. By generating a hypothetical learning progression for quantification, we lay the groundwork for future standards development efforts to include this key practice and provide guidance for curriculum developers and instructors in helping students develop robust scientific understanding.