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美国科学素养标准要求学生学习重要的科学概念和科学推理技能，使他们能够将所学知识应用于新情况。科学教育文献已经确定了对这种深度和可转移学习至关重要的课堂实践。基于这些建议，已经设计了几种探究驱动的基于项目的科学方法，结果表明，当由精通的教师执行时，科学内容和实践都可以很好地学习。但是，当科学推理技能在为其可转移学习而设计的课堂环境中学习时，我们不知道其发展过程。我们也不知道需要什么样的条件才能让教师和学生充分利用基于项目的学习的能力。在过去的五年里，佐治亚理工学院的设计学习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，该方法是通过对人们如何学习的研究来提供信息的。我们的团队设计了一系列的课堂实践，作为一个系统，促进深刻的理解和持久的、可重复使用的学习。我们的数据趋势表明，在我们的LBD课堂上的科学学习比在更标准的探究型科学课堂上的学习更全面，更容易转移。我们建议利用LBD的基础设施、我们当地的LBD教室和我们的跨学科团队，使用基于项目的探究方法来调查有关促进迁移的问题，特别关注科学推理技能和实践的学习。我们的象限2问题询问了在基于项目的科学课堂中科学推理技能的发展，旨在为迁移、科学推理和学习的认知科学基础研究与现实课堂中的迁移和学习的语用学提供一座桥梁。我们的象限3问题询问的是课堂上学习和科学实践转移所需的条件。科学推理能力很难衡量，但我们在展示学生在LBD课堂上获得这些技能方面取得了一些成功。我们在这里面临的挑战是在一个精细的层面上探索中学生这种推理能力的发展。我们将采用设计实验和微遗传分析相结合的方法。我们的目标是利用我们的LBD课堂来发现更多关于学习科学实践所涉及的认知和社会认知过程，我们有几个目标：(i)更好地理解学习科学推理所涉及的过程；（ii）更好地理解课堂实践，促进可转移学习；（iii）为基于项目的科学课堂制定指导方针，关于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.