Building an Understanding of Science

建立对科学的理解

• 批准号: 0624436
• 负责人: Roy Caldwell
• 金额: --
• 依托单位: University of California-Berkeley
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-06-01 至 2011-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0624436&HistoricalAwards=false
• 关键词: Building; Understanding; Science

This award supports the construction of a website that will provide an accurate portrayal of what science is and how it works, as well as tools for teaching those ideas. This project has at its heart a public re-engagement with science that begins with teacher preparation. To this end, its immediate goals are to (1) improve teacher understanding of the nature of the scientific enterprise and (2) provide resources and strategies that encourage and enable K-16 teachers to incorporate and reinforce the nature of science throughout their science teaching. Specifically, the website will: (1) Provide clarification on what science is and what it is not. (2) Depict science as an ongoing process that is both creative and disciplined. (3) Identify and clarify misconceptions about science. (4) Emphasize the relevance and excitement of science. In addition, to support K-16 science teaching, the site will: (1) Provide a conceptual framework for teaching the nature of science at all grade spans. (2) Provide a searchable database of vetted teaching resources. (3) Include strategies for integrating and reinforcing the nature of science within content areas mandated by state and national science standards. (4) Offer course components targeting pre-service teachers. Building on the successful model used in past projects, the design and development of the Understanding Science website will rely upon a collaboration of scientists, teachers, and graduate students working together to build a product that is sound in both science and pedagogy and that meets the needs of the primary audiences. Because this project spans multiple learning levels and scientific disciplines, an Advisory Board provides additional expertise across all major disciplines of the natural sciences, cognitive science, philosophy of science, and teacher education. Research indicates that students and teachers at all grade levels have inadequate understandings of the nature of science, which may be traced to classrooms where the nature of science is often taught as a simple, linear, and non-generative process. This false and impoverished depiction disengages students, discourages public support, and may help explain current indications that the US is losing its global edge in science. Even beyond the health of the US economy, many arguments support a concerted effort to raise public understanding of science. The public has a genuine need to critically assess conflicting representations of "scientific" evidence in the media and to make decisions based on their assessment of these claims. To do this, they need to understand the strengths, limitations, and basic methods of the enterprise that has produced those claims. This project takes an important step towards this goal by providing teachers with tools to effectively teach the nature of science.

该奖项支持网站的建设，该网站将提供科学是什么及其如何运作的准确描述，以及教授这些想法的工具。这个项目的核心是从教师准备开始的公众对科学的重新参与。为此，其直接目标是（1）提高教师对科学事业的性质的理解，（2）提供资源和策略，鼓励和使K-16教师在整个科学教学中纳入和加强科学的性质。具体来说，该网站将：（1）澄清什么是科学，什么不是科学。 (2)将科学描述为一个持续的过程，既有创造性又有纪律性。 (3)找出并澄清对科学的误解。 (4)强调科学的相关性和刺激性。 此外，为了支持K-16科学教学，该网站将：（1）提供一个概念框架，在所有年级跨度的科学教学的性质。 (2)提供一个可搜索的数据库的审查教学资源。 (3)包括在州和国家科学标准规定的内容领域内整合和加强科学性质的战略。 (4)提供针对职前教师的课程内容。 在过去项目中使用的成功模式的基础上，理解科学网站的设计和开发将依赖于科学家，教师和研究生的合作，共同建立一个在科学和教育学方面都很好的产品，并满足主要受众的需求。 由于该项目跨越多个学习层次和科学学科，咨询委员会提供了跨自然科学，认知科学，科学哲学和教师教育的所有主要学科的额外专业知识。研究表明，所有年级的学生和教师对科学的本质都没有充分的理解，这可以追溯到课堂上，科学的本质往往是作为一个简单的，线性的，非生成的过程来教授的。 这种虚假和贫困的描述使学生失去兴趣，阻碍了公众的支持，并可能有助于解释目前的迹象表明，美国正在失去其在科学领域的全球优势。 即使在美国经济健康之外，许多论点也支持共同努力提高公众对科学的理解。 公众确实需要批判性地评估媒体对“科学”证据的相互矛盾的表述，并根据他们对这些说法的评估作出决定。要做到这一点，他们需要了解提出这些主张的企业的优势、局限性和基本方法。该项目向这一目标迈出了重要一步，为教师提供了有效教授科学本质的工具。