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

该项目的目标是（1）为学生和教师设计科学探究及其促进方面的学习进展，以及（2）为4-5年级课程和教师专业发展开发示范材料和战略。 研究的问题是：* 什么构成了一个学习过程中的调查，建立对能源的概念性理解？“怎么可能？教师促进科学探究能力的进步是由什么构成的？ 教师沿着这一进程的运动是由什么样的脚手架、教学活动和专业发展活动来支持的？这项工作是由圣地亚哥州立大学和马里兰州大学的研究小组进行的。 能源将通过4年级的物理科学概念，5年级的生命科学和6年级的地球科学来处理。这项研究将集中在编码学生的推理能源概念，通过确定层次的复杂性，在论证和他们的进展，在概念上的理解能源。 该项目通过分析专业发展会议的视频数据来研究教师学习，以及教师在多大程度上修改教学实践沿着他们的评估实践。

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.