CAREER: Comprehension Strategy Support in Inquiry-based Science

职业：探究科学的理解策略支持

• 批准号: 0238129
• 负责人: Brenda Bannan
• 金额: --
• 依托单位: George Mason University
• 依托单位国家: 美国
• 项目类别: Continuing grant
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-02-01 至 2010-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0238129&HistoricalAwards=false
• 关键词: CAREER; Comprehension; Strategy; Support; Inquiry

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.

研究者建议进行设计性研究，以考察教师对科学探究方法的理解和使用，儿童对科学内容的新兴概念理解，以及探究活动中嵌入的策略，以支持四年级学生的元认知阅读理解。在本研究中，将进行一系列的定性和定量研究，探讨元认知理解策略和探究为基础的方法在开发一个基于技术的系统设计的小学四年级科学的交叉点。 理解技能对于支持小学生学习科学内容至关重要，特别是在采用探究式方法和简要文本时。 本研究结果将有助于增进对科学活动中阅读理解策略支持的了解，并将与合作教学设计及国小科学教学中的多项教育活动紧密结合。两个研究生助学金将在五年的赠款支持，除了学费或津贴支持六名教师设计师谁将共同构建一个基于调查的战略支持系统与研究人员的参与。这项工作的研究成果将包括多个出版物，基于网络的课程文物和录像的例子，在网上传播的教学方法，供教师审查和评论。