The Scientific Thinker Project: A study of teaching and learning concepts of evidence and nature of scientific evidence in elementary school

科学思想家项目：小学证据教学概念和科学证据性质的研究

• 批准号: 0918533
• 负责人: Susan Kirch
• 金额: --
• 依托单位: New York University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-08-01 至 2011-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0918533&HistoricalAwards=false
• 关键词: Scientific; Thinker; Project; study; teaching

New York University (NYU) will study children's developing epistemological understandings of evidence (e.g., what is scientific evidence, how does it differ from other kinds of evidence, why is it durable and tentative and what is its role in scientific thinking). NYU seeks to understand the experiences and conditions that facilitate elementary science students understandings of the nature of scientific evidence. This will be accomplished through a design-based research program.The project will take place over a 2-year period to study the possibility of emphasizing more challenging forms of science and epistemological forms of understanding than is typical for U.S. elementary school children. The overarching research goal is: To determine whether elementary school children can learn the nature of scientific evidence when provided a coherent, contiguous course of study in one topic area (development and interactions) sustained over time (a 2-year period; grades 3-4). Along with documenting how and to what extent students can understand the nature of scientific evidence, identification of what teaching-and-learning supports are necessary to achieve this and if not, what are the barriers to learning.The work will be conducted in elementary classroom and laboratory settings at an elementary school in New York City with a diverse student population (grades 3-4). The design-based research model proposed for this study is one of iterative cycles of intentional intervention and analysis. Through this approach NYU will develop and test instructional tools (materials, interactions, experiences) that shape and are shaped by an activity theory model for development.

纽约大学(NYU)将研究儿童对证据发展中的认识论理解(例如，什么是科学证据，它与其他类型的证据有何不同，为什么它是持久的和试探性的，以及它在科学思维中的作用)。纽约大学致力于了解有助于初等理科学生理解科学证据本质的经验和条件。这将通过一个基于设计的研究计划来实现。该项目将在两年的时间里研究是否可能强调比美国小学生典型的更具挑战性的科学形式和认识论形式的理解。主要的研究目标是：确定如果在一个主题领域(发展和相互作用)上提供连贯、连续的学习过程，小学生是否能够学习科学证据的性质，并随着时间的推移(2年期；3-4年级)。除了记录学生如何以及在多大程度上能够理解科学证据的性质，还将确定实现这一目标所需的教与学支持，如果不是，那么学习的障碍是什么。这项工作将在纽约市一所小学的小学教室和实验室环境中进行，该小学的学生群体不同(3-4年级)。为本研究提出的基于设计的研究模式是有意干预和分析的迭代循环之一。通过这种方法，纽约大学将开发和测试教学工具(材料、互动、体验)，这些工具将塑造和被发展的活动理论模型塑造。