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，尤其是传统上在科学领域失败的儿童如何学会看到自己和科学的现象之间的关系，并与这些关系有效地支持理解？ 所有儿童是否会从学术上受益于对“日常”和“科学”含义之间的关系以及代表这些含义的方式的关系？ 这些关系的本质是什么？如何在科学上建立教学上的建立？ 这个为期三年的项目的总体目标是对所有儿童如何发展对科学思想的理解，也学会看到“日常”和“科学”所描述的对物理和生物学世界的知识的理解。 这是由于我们对科学的持续成就差距的关注，将低收入种族，种族和语言少数民族儿童与更经济特权的学生分开。 为了解决我们的问题，我们将与一系列设计实验进行一系列设计实验，并与从业人员和双语教室的从业人员进行密切合作，1 - 4年级。 这些将需要两项主要的研究活动。 （1）我们将迭代地开发一种教学方法，将基于询问的学习中心的“渐进”重点集中在学生的思想和问题中的中心地位，并与“后进行后”的关注点，对有关语言形式和符号在科学中组织意义的形式和符号使用的明确教学的重要性。 这种新的教学综合将利用儿童思想的多样性以及作为科学学习和教学中智力资源的交谈和认识的方式，并使这种多样性成为课堂上的讨论和询问的明确对象。 在这种方法中，学生和老师将积极询问物理学（例如运动和力量）和生物学（例如，有机体的成长和发展）的核心思想的方式，以“日常”和“科学”的说明（例如，口语和书面描述和书面描述，说明，解释，理论，参数； 这些查询的重点将放在意义和形式以及观点和目的上。 （2）我们的主要猜想是，通过参与这种探究方法，学生将发展强大的科学理解，开始对多种话语及其用途发展命令，并证明很高的成就。 为此，我们将研究儿童参与此类探究实践的学历。 我们将研究儿童的学习，如多种表演所反映的，包括课堂基准讨论，绩效评估和成就测试。