Learning by Design: A Middle School Science Curriculum

通过设计学习：中学科学课程

• 批准号: 9818828
• 负责人: Janet Kolodner
• 金额: $ 180.54万
• 依托单位: Georgia Tech Research Corporation
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1999
• 资助国家: 美国
• 起止时间: 1999-09-01 至 2003-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9818828&HistoricalAwards=false
• 关键词: Learning; Design; Middle; Science; Curriculum

9818828KOLODNER"Learning by Design" is a series of modules for middle school science that engages students in the study of life, earth and physical science for a few weeks. The curriculum builds upon previously funded modules in physical science. Informed by cognitive science research, complex realistic engineering design challenges, collaborative learning and student reflection are used to promote deep learning of essential concepts and critical thinking skills through hands-on problem solving. Students attempt a rough solution to a design challenge. Through class discussion, "gallery walks" and "pin-ups", students compare and contrast solutions. Students then engage in cycles of experimentation, evaluation, and revision of the design. The earth science challenges include beach erosion and tunneling. The life science challenge is to prepare for a long hike. Challenges that integrate sciences are consumer science and product design. Assessments are designed to measure student achievement on standard measures and to measure student growth on concept and skill development. Dissemination is by commercial publisher and presentation of research on how teachers can use design to facilitate students learning of concepts.

9818828KOLODNER“通过设计学习”是一系列模块的中学科学，从事生命，地球和物理科学的研究学生几个星期。 该课程建立在物理科学以前资助的模块。 通过认知科学研究，复杂的现实工程设计挑战，协作学习和学生反思被用来通过动手解决问题来促进基本概念和批判性思维技能的深度学习。 学生尝试一个粗略的解决方案，以设计的挑战。 通过课堂讨论，“画廊散步”和“海报”，学生比较和对比解决方案。然后，学生们参与实验，评估和修改设计的循环。 地球科学的挑战包括海滩侵蚀和隧道。 生命科学的挑战是为长途跋涉做准备。 整合科学的挑战是消费者科学和产品设计。 评估的目的是衡量学生的成绩标准措施，并衡量学生的概念和技能发展的增长。 传播是由商业出版商和介绍研究教师如何使用设计，以促进学生学习的概念。