CAREER: Conceptual Dynamics in Complex Science Interventions

最近科学教育的许多创新旨在将科学学习嵌入有意义的环境中。与围绕学科主题组织的内容结构化课程不同，这些任务结构化课程是围绕特定的项目、目标或问题组织的，这些项目、目标或问题跨越了不同深度的多个内容领域。与内容结构化的课程相比，这些新课程所涵盖的内容具有不同的属性，这使得学习的描述和测量变得困难。该项目旨在发展理论框架和方法策略，可用于描述任务结构课程的概念变化。该项目将产生三个产出：(1)被称为概念动力学计划的理论框架和方法策略的集合，(2)应用该计划来分析现有的任务结构课程，以及(3)开发用于教授学生学习科学的资源。

Many recent innovations in science education are designed to embed science learning into meaningful contexts. These task-structured curricula are organized around specific projects, goals, or issues that cut across multiple content areas at varying levels of depth, unlike content-structured curricula that are organized around disciplinary topics. The content covered in these new curricula has different properties when compared to content-structured curricula, which makes the description and measurement of learning difficult. This project aims to develop theoretical frameworks and methodological strategies that can be used to characterize conceptual change in task-structured curricula. The project will result in three outputs: (1) an assembly of theoretical frameworks and methodological strategies referred to as the Conceptual Dynamics program, (2) application of the program to analyze existing task-structured curricula, and (3) development of resources for teaching students in the learning sciences.