Supporting 3rd-grade students model-based explanations about groundwater: a quasi-experimental study of a curricular intervention
Supporting 3rd-grade students model-based explanations about groundwater: a quasi-experimental study of a curricular intervention
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支持三年级学生对地下水的基于模型的解释：课程干预的准实验研究
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
C. Schwarz
中科院分区：
文献类型：
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作者：
Laura Zangori;Tina Vo;C. Forbes;C. Schwarz
科学建模是一项关键的实践，K-12学生应该参与其中，开始发展对自然系统（包括水）的强大概念理解。然而，过去很少有研究探讨小学生对地下水的学习、对科学建模的参与，以及/或教师概念化和培养基于模型的科学学习环境的方式。我们正在进行一项为期多年的项目，旨在通过课程和教学支持，支持三年级学生对包括地下水在内的水文现象进行基于模型的解释（MBE）。在这项对五个三年级教室的准实验比较研究中，我们展示了对学生在经历基线课程干预（一年级）和模型增强课程干预（二年级）时产生的MBE的分析结果。研究结果表明，参加后一个单元的学生在对地下水的概念理解和推理方面都取得了显著的进步，但这些进步因课堂而异。总体而言，学生从一年级到二年级的收益归因于五个教室中的两个教室的变化，这些教室为学生提供了额外的教学支持和支架，以提高他们对地下水的MBE。在这两个教室里，老师们以独特的方式制定了二年级课程，反映了他们对建模实践的深刻理解。他们的行为在支持学生对地下水的MBE方面发挥了关键作用。研究结果有助于基础科学学习环境中的科学建模研究，并对教师和课程开发人员具有重要意义。
ABSTRACT Scientific modelling is a key practice in which K-12 students should engage to begin developing robust conceptual understanding of natural systems, including water. However, little past research has explored primary students’ learning about groundwater, engagement in scientific modelling, and/or the ways in which teachers conceptualise and cultivate model-based science learning environments. We are engaged in a multi-year project designed to support 3rd-grade students’ formulation of model-based explanations (MBE) for hydrologic phenomenon, including groundwater, through curricular and instructional support. In this quasi-experimental comparative study of five 3rd-grade classrooms, we present findings from analysis of students’ MBE generated as part of experiencing a baseline curricular intervention (Year 1) and a modelling-enhanced curricular intervention (Year 2). Findings show that students experiencing the latter version of the unit made significant gains in both conceptual understanding and reasoning about groundwater, but that these gains varied by classroom. Overall, student gains from Year 1 to Year 2 were attributed to changes in two of the five classrooms in which students were provided additional instructional supports and scaffolds to enhance their MBE for groundwater. Within these two classrooms, the teachers enacted the Year 2 curriculum in unique ways that reflected their deeper understanding about the practices of modelling. Their enactments played a critical role in supporting students’ MBE about groundwater. Study findings contribute to research on scientific modelling in elementary science learning environments and have important implications for teachers and curriculum developers.