SBIR Phase I: Understanding the Nature of Science

SBIR 第一阶段：了解科学的本质

• 批准号: 0441550
• 负责人: Timothy Erickson
• 金额: --
• 依托单位: BigTime Science
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-01-01 至 2005-11-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0441550&HistoricalAwards=false
• 关键词: SBIR; Phase; Understanding; Nature; Science

This Small Business Innovation Research (SBIR) Phase I Project will deliver simulations over the web for secondary and postsecondary science instruction. These simulations focus explicitly on students coming to understand the "nature of science." By the nature of science, Epistemological Engineering means both the underlying logic of scientific discovery and the way that science is organized around the acquisition and dissemination of data and ideas. The project emphasizes the big picture in science learning: the relationship between experiments and hypotheses, the idea that theories are models and not reality, that the test of a theory is its predictive power. Most students never see this big picture. This project offers a solution, addressing carefully chosen aspects of the nature of science deeply but efficiently. In computer-moderated, networked simulations, students will take on the roles of scientists, working in groups, advancing a (simulated) scientific discipline. These scientist roles will give students experiences to which they can refer, implicitly and explicitly, as they increase their understanding of the nature of science. The project centers on careful design and testing of both the simulations and the lessons in which they are embedded-to ensure that they are as effective as possible.Tomorrow's citizens need to know how science works. To the degree to which the project is successful, it will help erase dangerous misconceptions about the origins and extent of scientific knowledge, and it will give students tools to evaluate scientific (and quasi-scientific) claims more effectively. Epistemological Engineering conjectures that learning about this "big picture" will encourage some students to persist in science who otherwise might have given it up as sterile and isolating. These include members of traditionally-underrepresented groups. The firm has chosen diverse field-test classrooms with this in mind. The technology of the project also creates research opportunities for learning about students' understanding of the nature of science: In that interest, what students do rather than their opinions is what is recorded. This project also probes unusual models for both delivery of instruction and commercialization in the education world: The Internet is not used to deliver content but rather to mediate a simulation and promote intergroup communication, usually within a single classroom rather than more widely. The firm seeks to do so using subscriptions--a way that is relatively inexpensive to the teacher in the short term, but will provide the firm with ongoing revenue.

这个小企业创新研究（SBIR）第一阶段项目将通过网络为中学和中学后科学教学提供模拟。 这些模拟的重点明确地放在学生来理解“科学的本质。根据科学的本质，认识论工程既意味着科学发现的基本逻辑，也意味着科学围绕数据和思想的获取和传播而组织的方式。 该项目强调科学学习的大局：实验和假设之间的关系，理论是模型而不是现实的想法，理论的测试是其预测能力。 大部分学生都看不到这一点。 这个项目提供了一个解决方案，深入而有效地解决了科学本质的精心选择的方面。 在计算机主持的网络模拟中，学生将扮演科学家的角色，分组工作，推进（模拟）科学学科。 这些科学家的角色将给学生的经验，他们可以参考，含蓄和明确，因为他们增加了他们对科学的本质的理解。 该项目的核心是对模拟和嵌入模拟的课程进行精心设计和测试，以确保它们尽可能有效。在这个项目取得成功的程度上，它将有助于消除对科学知识的起源和范围的危险误解，并将为学生提供更有效地评估科学（和准科学）主张的工具。 认识论工程学认为，了解这一“大图景”将鼓励一些学生坚持科学，否则他们可能会因为枯燥和孤立而放弃科学。 这些人包括传统上代表性不足的群体的成员。 该公司选择了不同的实地测试教室考虑到这一点。 该项目的技术还为了解学生对科学本质的理解创造了研究机会：在这种兴趣中，学生所做的而不是他们的意见是记录下来的。 该项目还探讨了在教育世界中提供教学和商业化的不寻常模式：互联网不是用来提供内容，而是用来调解模拟和促进群体间的沟通，通常是在一个教室内，而不是更广泛。 该公司试图通过订阅来实现这一目标--这种方式在短期内对教师来说相对便宜，但将为公司提供持续的收入。