Achievements and Challenges of Modeling-based Instruction (ACMI) in Science Education: from 1980 to 2009

科学教育中建模教学（ACMI）的成就与挑战：1980年至2009年

• 批准号: 1019866
• 负责人: Ji Shen
• 金额: $ 24.86万
• 依托单位: University of Georgia Research Foundation Inc
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-07-15 至 2013-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1019866&HistoricalAwards=false
• 关键词: Achievements; Challenges; Modeling; based; Instruction

The University of Georgia will carry out a two-year Synthesis Project that aims to provide a comprehensive review of the research and practices for modeling-based instruction (MBI) in K-12 science education. The project will synthesize existing literature on MBI in K-12 science education over the last three decades. It will rigorously code and examine the literature to conceptualize the landscape of the theoretical frameworks of MBI approaches, identify the effective design features of modeling-based learning environments with an emphasis on technology-enhanced ones, and identify the most effective MBI practices that are associated with successful student learning through a meta-analysis. The project will build a systematic and analytic framework to conceptualize MBI, recommend best design strategies of technology-based modeling environments, evaluate MBI teacher professional development strategies associated with improved student learning, and propose appropriate assessment strategies created to evaluate and inform MBI. In addition to the comprehensive analysis of the theory and design of MBI, a meta-analysis will study the four components of student learning: theory, design, implementation, and assessment. Based on qualified quantitative studies, an examination of the four components will be made to evaluate how different empirical studies have established their effectiveness, examine the correlations among key components, and chart the impact of associated factors on student learning.

佐治亚大学将开展一个为期两年的综合项目，旨在全面审查K-12科学教育中基于模型的教学(MBI)的研究和实践。该项目将综合过去30年来关于K-12科学教育中MBI的现有文献。它将严格编码和审查文献，以概念化MBI方法的理论框架，确定基于建模的学习环境的有效设计特征，重点是技术增强的环境，并通过元分析确定与成功的学生学习相关的最有效的MBI实践。该项目将建立一个系统和分析框架来概念化MBI，推荐基于技术的建模环境的最佳设计策略，评估与改善学生学习相关的MBI教师专业发展战略，并提出为评估和告知MBI而创建的适当评估战略。除了对MBI的理论和设计进行全面分析外，元分析还将研究学生学习的四个组成部分：理论、设计、实施和评估。在合格的定量研究的基础上，将对四个组成部分进行审查，以评估不同的实证研究如何确立其有效性，检查关键组成部分之间的相关性，并绘制相关因素对学生学习的影响图表。