A Longitudinal, Multidicipline Study of HS Students Modeling in Science

高中学生科学建模的纵向、多学科研究

• 批准号: 9972963
• 负责人: James Stewart
• 金额: $ 41.13万
• 依托单位: University of Wisconsin-Madison
• 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: 1999-09-15 至 2003-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9972963&HistoricalAwards=false
• 关键词: Longitudinal; Multidicipline; Study; HS; Students

While understanding and reasoning in the sciences involve diverse intellectual activities, one stands out as central the use of discipline-specific, explanatory models to conduct inquiries into natural phenomena. The importance of explanatory models in science has been described by scientists (Mayr, 1991) as well as those who study science (Kitcher, 1984; Laudan, 1977; and Giere, 1988). Similarly science education reform documents (Science Education Standards , NRC, 1995; and Benchmarks for Scientific Literacy, AAAS, 1993) stress the importance of models and inquiry to students' understanding of science. We agree with this position and feel that by the time students graduate from high school they should have had multiple opportunities to learn about the nature of science as a modeling activity. Such opportunities include extensive inquiry experiences in which they develop, use, revise, and assess explanatory models in a variety of science disciplines.Students must understand the role that explanatory models play in inquiry if they are to develop a realistic vision of what scientific practice entails. This alone is a powerful argument in favor of model-based science instruction. However, our previous research has shown that focusing on important disciplinary models in high school classrooms also helps students to understand and organize "big" ideas in science (Cartier, 1998). Consequently, we have collaborated with high school science teachers to develop innovative courses and units of instruction that allow students numerous and varied experiences learning about science from a modeling perspective. In the school within which we work first- and second-year students are required to enroll in two interdisciplinary courses, Science I and Science II. In these courses, we have developed model-based instruction on the celestial motion, kinetic molecular theory, genetics, physiology, and evolution. For third- and fourth-year students, we have developed model-based curricula for nine-week elective courses in astronomy, genetics, and evolutionary biology. To date, we have conducted research on students' reasoning in genetics and evolutionary biology in the elective fourth-year courses (with NSF support) and on teaching and classroom structure. With this proposal we seek funding to extend that research. Specifically, we are proposing a longitudinal study of students' reasoning and argumentation as it develops throughout the model- and inquiry-centered Science I and II courses (required for all students). In particular, we will (1) study the development of students' understanding of the role of explanatory models in discipline-specific inquiries, and (2) examine how students use initial models to solve realistic problems in diverse disciplines, revise initial models in light of anomalous data, and assess the revised models using both empirical and conceptual criteria. Finally, we will assess students' understanding of central concepts in the biological, earth, and physical sciences as they develop throughout the two-years of model-based instruction.

虽然科学中的理解和推理涉及各种各样的智力活动，但其中一个突出的是使用特定学科的解释性模型来对自然现象进行调查。解释模型在科学中的重要性已经被科学家（Mayr, 1991）和科学研究者（Kitcher, 1984; Laudan, 1977; and Giere, 1988）所描述。同样，科学教育改革文件（《科学教育标准》，NRC， 1995年；《科学素养基准》，美国科学促进会，1993年）强调了模型和探究对学生理解科学的重要性。我们同意这一立场，并认为当学生从高中毕业时，他们应该有很多机会通过建模活动来了解科学的本质。这些机会包括广泛的探究经验，在这些经验中，他们开发、使用、修改和评估各种科学学科的解释模型。学生必须理解解释模型在探究中所扮演的角色，如果他们要对科学实践的必要性有一个现实的认识的话。仅这一点就是支持基于模型的科学教学的有力论据。然而，我们之前的研究表明，在高中课堂上关注重要的学科模型也有助于学生理解和组织科学中的“大”思想（Cartier, 1998）。因此，我们与高中科学教师合作开发创新课程和教学单元，让学生从建模的角度学习科学的各种经验。在我们工作的学校里，一年级和二年级的学生被要求参加两门跨学科课程，科学I和科学II。在这些课程中，我们开发了基于模型的天体运动、分子动力学理论、遗传学、生理学和进化的教学。对于三年级和四年级的学生，我们为天文学、遗传学和进化生物学的九周选修课程开发了基于模型的课程。到目前为止，我们已经在四年级选修课程中（在NSF的支持下）对学生在遗传学和进化生物学方面的推理进行了研究，并对教学和课堂结构进行了研究。通过这项提议，我们寻求资金来扩展这项研究。具体来说，我们建议对学生的推理和论证进行纵向研究，因为它在整个以模型和探究为中心的科学I和II课程中发展（所有学生都需要）。特别是，我们将(1)研究学生对解释性模型在特定学科探究中的作用的理解的发展，以及(2)研究学生如何使用初始模型来解决不同学科中的现实问题，根据异常数据修改初始模型，并使用经验和概念标准评估修订后的模型。最后，我们将评估学生在为期两年的基于模型的教学中对生物、地球和物理科学核心概念的理解。