SGER: Supporting Grade 5-8 Students in Writing Scientific Explanations

尽管科学教育研究文献普遍关注基于证据的解释，但很少有具体的例子表明这种探究实践在课堂上成功实施时是什么样的。合作项目开发了中学综合科学课程《通过科学和技术调查和质疑我们的世界》（IQWST），强调自始至终的科学解释和论证。基于与测试IQWST的教师的研讨会以及伴随该开发的研究，将编写并测试一本将当前科学教育研究与课堂实践联系起来的书。这本书提供了具体的书面和视频的例子，学生的解释和论点，以及伴随的专业发展促进材料。这些例子包括在内容和学生多样性方面的各种不同背景。支持教师将各种教学策略结合到自己的教学中。要求、证据、推理和反驳的框架对教师和学生都是明确的。这些材料采用了理论思想，并说明了它们在实际课堂实践中的样子，以教育在职和职前教师、教师教育者和专业发展提供者。此外，我们还对25位教师进行了研究，以确定这些材料对教师围绕科学解释的信念和课堂实践的影响。

Although the focus on evidence-based explanations is prevalent in the science education research literature, few concrete examples exist of what this inquiry practice looks like when successfully implemented in the classroom. The co-PIs have developed the middle school comprehensive science curriculum, Investigating and Questioning our World through Science and Technology (IQWST), which emphasizes scientific explanation and argument through out. Based on the workshops with the teachers testing IQWST and the research accompanying that development, a book linking current science education research to classroom practice is to be written and tested. The book provides concrete written and video examples of student explanations and arguments, along with accompanying professional development facilitator materials. The examples include a variety of different contexts in terms of content and diversity of students. Teachers are supported in incorporating various instructional strategies in their own teaching. The framework of claim, evidence, reasoning and rebuttal is made explicit for both teachers and students. These materials take the theoretical ideas and illustrate what they look like in actual classroom practice to educate inservice and preservice teachers, teacher educators and professional development providers. In addition, research is done with twenty-five teachers to determine the impact of the materials on teachers' beliefs and classroom practice around scientific explanation.