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方面的学习进展及其在能源方面的促进作用，(2)为4-5年级的课程和教师专业发展制定示范材料和战略。研究问题是：*是什么构成了探究中的学习进程，从而建立了对能量的概念性理解？教学如何能有所帮助？*教师在促进科学探究方面的能力进步是由什么构成的？哪些支架、教学活动和专业发展活动支持教师沿着这一进程前进？这项工作是由圣地亚哥州立大学和马里兰大学的研究团队进行的。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将通过概念来处理能源。这项研究将专注于通过识别论证的复杂程度和他们对能源概念理解的进展来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会议的视频数据来研究教师的学习，以及教师修改教学实践和评估实践的程度。

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.