On Being Explicit: Toward a New Pedagogical Synthesis in Science

论明确：走向科学的新教学综合

• 批准号: 0106194
• 负责人: Beth Warren
• 金额: $ 123.28万
• 依托单位: TERC Inc
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2001
• 资助国家: 美国
• 起止时间: 2001-09-01 至 2005-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0106194&HistoricalAwards=false
• 关键词: Being; Explicit; Toward; New; Pedagogical

How do children, especially children who traditionally have been unsuccessful in science, learn to see the relationships between their own and scientific accounts of phenomena and to work with these productively in support of understanding? Would all children benefit academically from close attention to the relationships between "everyday" and "scientific" meanings and ways of representing those meanings? What is the nature of these relationships, and how can they be built upon pedagogically in science? The overarching goal of this three-year project is to develop an understanding of how all children, as they develop understanding of scientific ideas, also learn to see "inside" the ways in which "everyday" and "scientific" accounts represent knowledge about the physical and biological world. It is motivated by our concern with the persistent achievement gap in science separating low-income ethnic, racial and linguistic minority children from more economically privileged students. To address our questions, we will engage in a series of design experiments, to be undertaken in close collaboration with practitioner researchers in heterogeneous and bilingual classrooms, grades 1-4. These will entail two main research activities. (1) We will iteratively develop a pedagogical approach that integrates "progressive" emphases on the centrality of students' ideas and questions in inquiry-based learning with "post-progressive" concerns on the importance of explicit teaching about the forms and functions of language and symbol use in organizing meaning-making in science. This new pedagogical synthesis will harness the diversity in children's ideas and ways of talking and knowing as an intellectual resource in science learning and teaching and make this diversity into an explicit object of discussion and inquiry in the classroom. In this approach, students and teachers will engage in active inquiry into the ways in which core ideas in physics (e.g., motion and force) and biology (e.g., organismal growth and development) are represented in "everyday" and "scientific" accounts (e.g. spoken and written descriptions, explanations, theories, arguments; graphs; drawings; models; tables; etc.). The focus of these inquiries will be on meaning and form as well as perspective and purpose. (2) Our main conjecture is that through participation in this approach to inquiry students will develop robust scientific understanding, begin to develop command over multiple discourses and their uses, and demonstrate high achievement. Toward this end, we will study what children learn as a result of their participation in such inquiry practices. We will examine children's learning as reflected in multiple kinds of performances, including classroom benchmark discussions, performance assessments, and achievement tests.

儿童，特别是那些在科学方面一直不成功的儿童，如何学会看到他们自己对现象的解释与科学解释之间的关系，并有效地利用这些解释来支持理解？ 所有的孩子都能从密切关注“日常”和“科学”意义之间的关系以及表达这些意义的方式中受益吗？ 这些关系的本质是什么？如何在科学教学中建立这些关系？ 这一为期三年的项目的总体目标是，了解所有儿童在理解科学思想的同时，如何学会从“日常”和“科学”的角度看待有关物理和生物世界的知识。 它的动机是我们对低收入民族，种族和语言少数群体儿童与经济上更优越的学生在科学方面持续存在的成就差距的关注。 为了解决我们的问题，我们将从事一系列的设计实验，将在异构和双语教室，1-4年级的从业者研究人员密切合作进行。 这将涉及两项主要的研究活动。 (1)我们将反复开发一种教学方法，将“渐进式”重点放在学生的思想和问题的中心地位，在探究式学习中，“后渐进式”关注明确教学的重要性，语言和符号的使用形式和功能，在组织科学意义的形成。 这种新的综合教学法将利用儿童的想法和谈话方式的多样性，并将其作为科学学习和教学中的智力资源，并使这种多样性成为课堂上讨论和探究的明确对象。 在这种方法中，学生和教师将积极探究物理学中的核心思想（例如，运动和力）和生物学（例如，生物体的生长和发育）以“日常”和“科学”记录（例如口头和书面描述、解释、理论、论据、图表、图画、模型、表格等）表示。 这些调查的重点将是意义和形式以及视角和目的。 (2)我们的主要推测是，通过参与这种探究方法，学生将发展强大的科学理解，开始发展对多种话语及其用途的掌握，并表现出很高的成就。 为此，我们将研究孩子们在参与这种探究实践中学到了什么。 我们将通过课堂基准讨论、表现评估和成绩测试等多种表现来考察儿童的学习情况。