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

迈向 K-16 物理学习进步的新概念：资源、框架和网络

• 批准号: 0440113
• 负责人: David Hammer
• 金额: $ 79.98万
• 依托单位: University of Maryland, College Park
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-04-01 至 2009-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0440113&HistoricalAwards=false
• 关键词: Toward; new; Conceptualization; What; Constitutes

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.

这个项目的目的是更明确地理解好的科学推理是什么样子的，什么样的知识和能力有助于它，教师如何帮助学生发展这些知识，以及我们可以将早期科学推理的哪些方面确定为后期复杂性的种子。先前的研究表明，幼儿有各种各样的智力资源来理解科学：他们有关于物理原因和影响的广泛知识，至少是关于他们每天遇到的物体和现象的知识;他们有各种各样的能力来处理和补充这些知识;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完善他们的日常思维。该项目将包括四种类型的研究：1）详细的案例研究K-16学生的推理在物理科学和物理，记录在录像带和转录逐行分析; 2）计算模型的建设，试图重现学生的推理方面; 3）发展一个理论框架，以理解从儿童能力到大学专业知识的发展;以及4）应用该框架来生成和探索关于什么样的教学行为可能促进良好的科学推理和理解的假设。