Toward a new Conceptualization of What Constitutes Progress in Learning Physics, K-16: Resources, Frames, and Networks

这个项目的目的是更清楚地了解什么是好的科学推理，什么样的知识和能力对科学推理有贡献，教师如何帮助学生发展这种知识，以及我们可以确定早期科学推理的哪些方面是后来成熟的种子。先前的研究表明，幼儿拥有理解科学的各种智力资源：他们对物理原因和结果有广泛的知识，至少是关于他们每天遇到的物体和现象；他们有各种运用和补充这些知识的能力；大多数人都有用理由和证据捍卫立场的技能。先前的研究还表明，科学教学通常不会帮助孩子们提炼他们的日常思维。该项目将包括四种类型的研究：1)对K-16年级学生在物理科学和物理方面的推理进行详细的案例研究，录制成录像带，并转录成逐行分析；2)构建计算模型，试图再现学生推理的各个方面；3)开发一个理论框架，以了解从童年能力到大学专业知识的发展过程；以及4)应用该框架生成和探索假设，说明什么教学行动可以促进良好的科学推理和理解。

The purpose of this project is to come to a more explicit understanding of what good scientific reasoning looks like, what sorts of knowledge and abilities contribute to it, how teachers can help students develop that knowledge, and what aspects of early scientific reasoning we can identify as the seeds of later sophistication. Prior research suggests that young children have a variety of intellectual resources for understanding science: they have extensive knowledge about physical causes and effects, at least concerning objects and phenomena they encounter every day; they have a variety of abilities for working with and adding to that knowledge; and most have skills for defending a position with reasons and evidence. Prior research also suggests that science teaching does not generally help children refine their everyday thinking. The project will include four types of studies: 1) Detailed case studies of K-16 students' reasoning in physical science and physics, recorded on videotape and transcribed for line-by-line analysis; 2) the construction of computational models that try to reproduce aspects of students' reasoning; 3) the development of a theoretical framework for understanding the progression from childhood abilities to the expertise of a college major; and 4) applying that framework to generate and explore hypotheses for what instructional actions might promote good scientific reasoning and understanding.