Designing Learning Environments for Teaching Scientific Argumentation and Mathematical Reasoning with Geographic Data

地理信息系统（GIS）为教师和学生提供了利用大量数据进行科学探究的机会，包括在自然科学和社会科学领域进行地理参考观测研究。 这些调查的复杂性可以为国家和州标准中确定的科学和数学关键领域的深度学习提供机会。然而，这些探究项目也会让学生感到困惑，让教师不知所措。 先前的形成性设计研究与数据可视化查询环境表明，学生的操纵和注释的中间工件的查询可以促进学生反思领域概念，数据解释和查询过程，以及为教师提供机会，以评估，参与，并进一步这些理解。 该项目是一项为期三年的研究，系统地调查了具有迭代设计的GIS查询项目将增加学生对数据工件，领域概念和查询过程的反思，并帮助学生将数据与周围的世界联系起来。 迭代性是构建对早期阶段数据分析中生成的工件进行操作、注释和重新考虑的调查的后期阶段的教学策略。这种建立在早期工件上的方法也可能增加教师评估学生理解的机会。该项目测试的假设与四个调查项目使用GIS环境。对相同项目的迭代和非迭代版本的四种学习成果进行了比较： (1)反思参与小组调查活动的数据，（2）科学论证的数据，（3）概念的理解，在调查领域，和（4）数学推理与数据的多种表示。预测是，迭代性的影响将是最大的反思参与和科学论证，但它也将影响科学概念和数学推理。 这四个GIS项目（两个自然科学项目和两个社会科学项目）建立在芝加哥公立学校的研究人员和教师开发的现有课程基础上，并以反思性探究和数据科学论证为基础。具体的自然科学和社会科学调查项目在地理和研究主题的直接性方面也有所不同（例如，当地学校花园与全球构造过程）。 对所有参与学生进行总结性评估，并对每个教室的目标小组学生进行总结性和过程性评估。学生的学习将在学年的过程中记录在四个调查项目中，使设计条件之间的比较。

Geographic Information Systems (GIS) provide opportunities for teachers and students to conduct scientific inquiry with large amounts of data, including geographically referenced observational research in fields spanning the natural and social sciences. The complexity of these investigations can provide opportunities for deep learning in critical areas of science and mathematics identified in national and state standards. However, these inquiry projects can also confuse students and overwhelm teachers. Prior formative design research with data-visualization inquiry environments suggests that students' manipulation and annotation of the intermediate artifacts of inquiry can promote student reflection on domain concepts, data interpretations, and inquiry processes, as well as provide opportunities for teachers to assess, engage, and further these understandings. This project is a three-year study that systematically investigates the claim that GIS inquiry projects that have iterative designs will increase student reflection on data artifacts, domain concepts, and inquiry processes, and help students relate data to the world around them. Iterativity is the instructional strategy of building later phases of an investigation on manipulation, annotation, and reconsideration of artifacts generated from data analysis in earlier phases. This building on earlier artifacts may also increase opportunities for teacher assessment of student understandings. The project tests the hypotheses with four inquiry projects using a GIS environment. Four learning outcomes are compared for iterative and non-iterative versions of the same projects: (1) reflective engagement in small-group inquiry activity with data, (2) scientific argumentation with data, (3) conceptual understandings in the inquiry domain, and (4) mathematical reasoning with multiple representations of data. The prediction is that the effect of iterativity will be greatest for reflective engagement and scientific argumentation, but that it will also impact science concepts and mathematical reasoning. The four GIS projects (two in natural science and two in social science) build on existing curricula developed by researchers and teachers in Chicago public schools, and are grounded in research on reflective inquiry and scientific argumentation with data. The specific natural and social science inquiry projects also differ in terms of the immediacy of the geographies and topics studied (e.g., local school garden versus global tectonic processes). A summative assessment for all participating students, and a summative and process assessment for targeted small groups of students in each classroom will be conducted. Student learning will be documented within and across the four inquiry projects over the course of the academic year, enabling comparisons across design conditions.