Supporting Scientific Practices in Elementary and Middle School Classrooms

支持中小学课堂的科学实践

• 批准号: 1020316
• 负责人: Brian Reiser
• 金额: $ 349.52万
• 依托单位: Northwestern University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-09-01 至 2017-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1020316&HistoricalAwards=false
• 关键词: Supporting; Scientific; Practices; Elementary; Middle

Research on student learning has developed separate progressions for scientific argumentation, explanation and scientific modeling. Engaging Learners in Scientific Practices develops a learning progression that characterizes how learners integrate and interrelate scientific argumentation, explanation and scientific modeling, building ever more sophisticated versions of practice over time using the three common elements of sense-making, persuading peers and developing consensus. The learning progression is constructed through improvements in students' performance and understanding of scientific practice as measured by their attention to generality of explanation, attention to clarity of communication and audience understanding, attention to evidentiary support, and attention to mechanistic versus descriptive accounts. The project is led by researchers at Northwestern University, the University of Texas, Wright State University, Michigan State University, and the BEAR assessment group. Two cohorts of 180 students each are followed for two years from 4th to 5th grade in Illinois and two cohorts of 180 students each are followed for two years from 5th to 6th grade in Michigan The elementary school students will work with FOSS curriculum units modified to embed supports for scientific practices. Two cohorts of 500 middle school students are followed for three years from 6th to 8th grade as they work with coordinated IQWST units over three years. The outcome measures include analyses of classroom discourse, pre- and pos-test assessments of student learning, and reflective interviews grounded in students' own experiences with practices in the classroom to assess their growth across the dimensions. The BEAR team is responsible for validation and calibration of the frameworks and instruments, and design of the scheme for analysis of the data. Horizon Research performs the formative and summative evaluation.The project will produce an empirically-tested learning progression for scientific practices for grades 4-8 along with tested curriculum materials and validated assessment items that support and measure students' ability in the scientific practices of explanation, argumentation and modeling. In the process of development, an understanding is gained about how to design and test this learning progression. The framework is articulated on a website for use by other researchers and developers. The project also builds capacity by educating several graduate students.

关于学生学习的研究经历了科学论证、科学解释和科学建模三个阶段。让学习者参与科学实践开发了一个学习过程，其特征是学习者如何整合科学论证、解释和科学建模并将其相互联系起来，使用三个共同的要素--讲道理、说服同行和达成共识--随着时间的推移建立更复杂的实践版本。学习进程是通过改善学生的表现和对科学实践的理解来构建的，通过他们对解释的一般性的关注，对交流和受众理解的清晰性的关注，对证据支持的关注，以及对机械性和描述性描述的关注来构建学习进程。该项目由西北大学、德克萨斯大学、莱特州立大学、密歇根州立大学和熊评估小组的研究人员领导。在伊利诺伊州，每组180名学生被跟踪两年，从4年级到5年级，在密歇根州，两组每组180名学生被跟踪两年，从5年级到6年级，小学生将使用修改后的自由/开源软件课程单元，嵌入对科学实践的支持。对两组500名中学生进行为期三年的跟踪调查，从六年级到八年级，因为他们在三年内与IQWST协调单位合作。结果测量包括对课堂话语的分析，对学生学习的考前和考后评估，以及基于学生自身在课堂实践中的经验的反思性访谈，以评估他们在各个维度的成长。BEAR团队负责框架和仪器的验证和校准，以及数据分析方案的设计。Horizon Research进行形成性和终结性评估。该项目将为4-8年级的科学实践产生一个经过经验测试的学习进度，以及经过测试的课程材料和有效的评估项目，以支持和衡量学生在解释、辩论和建模方面的科学实践能力。在开发过程中，对如何设计和测试这一学习过程有了一定的了解。该框架在一个网站上阐明，供其他研究人员和开发人员使用。该项目还通过培养几名研究生来培养能力。