Learning Progressions for Scientific Inquiry: A Model Implementation in the Context of Energy

该项目的目标是：(1)设计学生和教师在科学探究及其促进方面的学习进程，以及(2)为4-5年级的课程和教师专业发展开发模型材料和策略。研究问题是：*什么构成了探究的学习进程，从而建立对能量的概念性理解？指导有什么用呢？*教师促进科学探究能力的进步是由什么构成的？什么脚手架、教学活动和专业发展活动支持教师在这一进程中的运动？这项工作是由圣地亚哥州立大学和马里兰大学的研究小组进行的。能源将通过四年级的物理科学、五年级的生命科学和六年级的地球科学的概念来处理。该研究将通过识别论证的复杂程度以及他们在能源概念理解方面的进展，对学生关于能源概念的推理进行编码。该项目通过分析专业发展课程的视频数据来研究教师的学习情况，以及教师在评估实践中修改教学实践的程度。

The project's goals are to (1) devise learning progressions for students and teachers in scientific inquiry and its facilitation, with respect to energy, and (2) develop model materials and strategies for grades 4-5 curriculum and teacher professional development. The research questions are:*What constitutes a learning progression in inquiry that builds toward a conceptual understanding of energy? And how can instruction help?*What constitutes teachers' progression in their abilities to facilitate scientific inquiry? What scaffolding, instructional activities, and professional development activities support teachers' movement along this progression?The work is conducted by research teams from San Diego State University and the University of Maryland. Energy will be treated through concepts in the physical sciences in grade 4, the life sciences in grade 5 and earth science in grade 6. The research will focus on coding students' reasoning about energy concepts by identifying levels of sophistication in argumentation and on their progress in conceptual understanding of energy. The project studies teacher learning through analysis of video data from the professional development sessions, and the degree to which teachers modify instructional practice along with their assessment practices.