CAREER: Comprehension Strategy Support in Inquiry-based Science

研究者建议进行基于设计的研究，以考察教师对科学探究方法的理解和使用，儿童对科学内容的突现概念理解，以及支持四年级学生元认知阅读理解的探究性活动中嵌入的策略。在这项研究中，我们将进行一系列定性和定量的研究，考察元认知理解策略和基于探究的方法在开发基于技术的小学四年级科学系统中的交集。理解技能是支持小学生学习科学内容的关键，特别是在使用基于探究的方法和说明性文本时。本研究将与协作式教学设计与小学科学教学中的几项教育活动紧密结合。两个研究生助学金将在赠款的五年内得到支持，此外还将为六名教师设计师的参与提供学费或津贴支持，他们将与研究人员共同构建基于探究的战略支持系统。这项工作的研究成果将包括多种出版物、基于网络的课程人工制品和在网络上传播的教学方法的录像范例，供教师审查和评论。

The investigator proposes to conduct design-based research to examine teachers' understanding and use of inquiry-based methods in science, children's emergent conceptual understanding of science content, and strategies embedded in inquiry-based activities to support metacognitive reading comprehension of fourth-grade students. In this research, a series of qualitative and quantitative studies will be undertaken that examine the intersection of metacognitive comprehension strategies and inquiry-based methods in developing a technology-based system designed for fourth grade elementary school science. Comprehension skills are crucial to support elementary school students' learning of science content particularly when employing inquiry-based methods and expository text. The results are expected to improve understanding of reading comprehension strategy supports in science activities.This research will be closely integrated with several educational activities in collaborative instructional design and elementary school science teaching. Two graduate assistantships will be supported across the five years of the grant in addition to tuition or stipend support for the participation of six teacher-designers who will co-construct an inquiry-based strategy support system with researchers. Research output from this effort will encompass multiple publications, Web-based curriculum artifacts and videotaped examples of the instructional approach disseminated on the Web for teacher review and comment.