Model-Assisted Reasoning in Science: Effects of Model-Centered Instruction on Middle School Students' Modeling Abilities

匹兹堡大学的学习研究与发展中心将进行一项纵向研究，研究人员将在科学模型辅助推理（MARS）的背景下创建一个为期三年的以模型为中心的教学序列。MARS当前主题将从六年级扩展到八年级。该项目旨在：(1)了解工作的外部模型如何支持内容和过程学习，(2)开发一个评估模型来挖掘不同类型外部模型的优缺点，以及(3)确定引出和支持模型辅助推理的教学策略。学生的内容知识和处理技能将通过不同的测试形式来衡量，包括纸笔测试（TIMSS、NAEP和科学推理测试项目）、笔试、课堂作业和课堂电脑练习。学生的学习动机将在每年年初进行评估。每年将对一小部分学生进行面试，并分配一些转移任务。访谈将集中在两个方面：不同模型类型的属性和学生对模型在科学中的功能的元认知理解。课堂实施的信息将通过直接观察、录像和对教师的访谈来收集。本研究的结果将有助于扩展基于模型的推理理论及其在课堂上的适用性。

The Learning Research and Development Center at the University of Pittsburgh will conduct a longitudinal study in which researchers will create a three-year sequence of model-centered instruction in the context of the Model-Assisted Reasoning in Science (MARS). MARS current topics will be extended from sixth through eighth grades. The project seeks to: (1) understand how working external models support content and process learning, (2) develop an evaluation model to tap strengths and weaknesses of different kinds of external models, and (3) identify pedagogical strategies that elicit and support model-assisted reasoning. Student content knowledge and process skills will be measured through different test formats that include paper-and-pencil (TIMSS, NAEP, and Test of Scientific Reasoning items), written tests, class work, and classroom computer exercises. Student motivation will be measured at the beginning of each year. A small sample of students will be interviewed and given some transfer tasks twice a year. Interviews will focus on two aspects: properties of the different model types and student's metacognitive understanding of the function of models in science. Information on classroom implementation will be collected by direct observation, videotapes, and interviews with teachers. Results of the study are expected to help extend theories of model-based reasoning and its applicability in classrooms.