Micro-Analysis of Transfer in the Project-Based Science Classroom: The Influence of Classroom Practices and Culture on Scientific Reasoning

科学教育界和已公布的有关科学素养的美国标准呼吁学生学习重要的科学概念和科学推理所涉及的技能，使他们能够在新的情况下应用所学知识。科学教育文献已经确定了似乎对这种深入和可转移的学习至关重要的课堂实践。在这些建议的基础上，设计了几种以探究为导向的基于项目的科学的方法，结果表明，当由高超的教师进行时，科学内容和实践都得到了很好的学习。但我们不知道科学推理技能的发展过程，当它们是在为其迁移学习而设计的课堂环境中学习的时候。我们也不知道需要什么条件才能让教师和学生最大限度地利用基于项目的学习。在过去的五年里，佐治亚理工学院的学习通过设计小组一直在设计一种以探究为导向的、基于项目的中学科学学习方法，这是基于对人们学习方式的研究。我们的团队设计了一系列课堂练习，作为一个系统，促进了深入理解以及持久和可重复使用的学习。我们的数据趋势表明，我们LBD课堂上的科学学习比更标准的探究式科学课堂上的学习更全面，更有可能发生迁移。我们建议使用LBD的基础设施、我们当地的LBD课堂和我们的跨学科团队来调查与促进迁移有关的问题，使用基于项目的探究方法，特别是学习科学推理技能和实践。我们的象限2问题询问基于项目的科学课堂中科学推理技能的发展，旨在提供一座桥梁，从认知科学中关于迁移、科学推理和学习的基础研究，到课堂现实世界中迁移和学习的语用学。我们的象限3个问题询问了课堂上需要具备的条件，以便学习和转移科学实践。科学推理技能很难衡量，但我们在LBD课堂上展示了学生对这些技能的习得，这一点已经取得了一些成功。我们在这里面临的挑战是在细粒度水平上探索中学生这种类型推理的发展。我们将结合设计实验和微基因分析。我们的目标是利用LBD教室更多地了解学习科学实践所涉及的认知和社会认知过程，并考虑以下几个目标：(I)更好地理解学习科学实践所涉及的过程；(Ii)更好地理解将促进可转移学习的课堂实践；以及(Iii)为基于项目的科学课堂制定指导方针，指导如何促进科学实践的可转移学习。

The science education community and the published American standards about science literacy call for students to learn important science concepts and the skills involved in scientific reasoning in ways that allow them to apply what they are learning in new situations. The science education literature has identified classroom practices that seem essential to such deep and transferable learning. Several approaches to inquiry-driven project-based science have been designed based on these recommendations, and results show that when carried out by masterful teachers, both science content and practices are well learned. But we don't know the developmental course of scientific reasoning skills when they are learned in a classroom context engineered for their transferable learning. Nor do we know the conditions that need to be in place to allow teachers and students to make best use of project-based learning's affordances.For the past five years, the Learning by Design group at Georgia Tech has been designing an inquiry-oriented project-based approach to middle-school science learning informed by research on how people learn. Our team has designed sequences of classroom practices that, as a system, promote deep understanding and lasting and reusable learning. The trends in our data suggest that science learning in our LBD classrooms is more comprehensive and more likely to transfer than the learning in more standard inquiry-oriented science classrooms.We propose to use the infrastructure of LBD, our local LBD classrooms, and our cross-disciplinary team to investigate issues with respect to promoting transfer using a project-based inquiry approach, focusing especially on the learning of scientific reasoning skills and practices. Our Quadrant 2 questions ask about the development of scientific reasoning skills in a project-based science classroom, aiming to provide a bridge from basic research in cognitive science on transfer, scientific reasoning, and learning to the pragmatics of transfer and learning in the real world of the classroom. Our Quadrant 3 questions ask about conditions that need to be in place in the classroom for learning and transfer of science practices to occur.Scientific reasoning skills are difficult to measure, but we have had some success in showing the acquisition of these skills by the students in our LBD classrooms. The challenge we take on here is to explore the development of this type of reasoning in middle school children at a fine-grained level. We will use a combination of design experiments and micro-genetic analysis.We are aiming to use our LBD classrooms to find out more about the cognitive and socio-cognitive processes involved in learning science practices with several goals in mind: (i) better understanding of the processes involved in learning to reason scientifically; (ii) better understanding of classroom practices that will promote transferable learning; and (iii) the generation of guidelines for project-based science classrooms, about how to promote transferable learning of science practices.