Collaborative Research: Rethinking How to Teach Energy: Laying The Foundations in Elementary School

合作研究：重新思考如何教授能源：为小学奠定基础

• 批准号: 1020013
• 负责人: Sara Lacy
• 金额: $ 28.47万
• 依托单位: TERC 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: 2010-09-01 至 2013-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1020013&HistoricalAwards=false
• 关键词: Collaborative; Research; Rethinking; How; Teach

This project is a collaborative effort involving scientists, science educators, and teachers from TERC, Clark University, Tufts University,and the Brookline and Somerville, MA schools that aims to develop a grade 3-5 Learning Progression that will provide a coherent approach to teaching energy in elementary school and lay a strong foundation for further learning in middle school. The work draws on and complements the learning progression and curriculum for matter being developed and tested in the Inquiry Project (NSF award 0628245). The project will identify a network of core concepts and principles about energy that are fundamental and general enough to be compatible with scientific ideas about energy, yet within reach of 5th graders. This project explores the hypothesis that, while the scientific concept of energy is too abstract and difficult to understand in early grades, useful foundations can be established early on by elaborating a learning progression for energy. Clinical interviews will be administered to 24 pairs of 3rd, 4th, and 5th graders recruited from urban after-school programs, to identify precursors to the core ideas as well obstacles to learning them. This research will help the investigators design key learning experiences that could allow students to progress from initial ideas toward a scientific understanding of energy. Those learning designs will then be tested in teaching interviews with 3 small groups of students in the same settings. The result of the project will be an outline for a grade 3-5 learning progression for energy taking into account the project research findings as well as relevant standards, curricula, and science education literature.

该项目是一项合作努力，涉及来自TERC，克拉克大学，塔夫茨大学，布鲁克林和萨默维尔，MA学校的科学家，科学教育工作者和教师，旨在开发3-5年级的学习进展，为小学的教学能量提供连贯的方法，并为中学的进一步学习奠定坚实的基础。这项工作借鉴并补充了正在开发和测试的调查项目（NSF奖0628245）的学习进展和课程。 该项目将确定一个关于能源的核心概念和原则的网络，这些概念和原则是基本的和普遍的，足以与关于能源的科学思想相兼容，但在五年级学生的范围内。这个项目探讨了一个假设，即虽然能源的科学概念过于抽象，难以在早期年级理解，但通过阐述能源的学习进展，可以在早期建立有用的基础。临床访谈将管理24对三，四，五年级的学生从城市课后计划招募，以确定的前兆的核心思想，以及学习他们的障碍。这项研究将帮助研究人员设计关键的学习经验，使学生能够从最初的想法发展到对能源的科学理解。然后，这些学习设计将在相同设置的3小组学生的教学面试中进行测试。 该项目的结果将是一个3-5级的能源学习进展纲要，同时考虑到项目的研究结果以及相关的标准，课程和科学教育文献。