CAREER: Bifocal Modeling: A New Famework for the Learning of Advanced STEM Content in High-school

职业：双焦点建模：高中高级 STEM 内容学习的新名作

• 批准号: 1055130
• 负责人: Paulo Blikstein
• 金额: $ 62.89万
• 依托单位: Stanford University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-07-01 至 2018-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1055130&HistoricalAwards=false
• 关键词: CAREER; Bifocal; Modeling; New; Famework

The PI proposes to advance the idea of "bifocal modeling" to promote understanding of how and why things work. In bifocal modeling, learners build a model of a device or phenomenon in the real world and attach sensors to it, and they build a virtual model (on the computer) of the same device or phenomenon using one of several modeling platforms. They run both models, and explore and investigate the function and behavior of the device or phenomenon using both models. The approach is designed to help learners construct explanatory mental models of phenomena and devices they encounter. The need to reconcile the differences between the models focuses learners on details they might not have noticed if working with just one model. As they engage in bifocal modeling activities, learners encounter issues concerning the purpose and veracity of models, human error, sensors, and science practice. Thus, in addition to facilitating learning of the science behind the phenomenon they are exploring, learners have opportunities to learn about the roles of models in science and how to design, construct, and use models scientifically. Engaging for a sustained period of time is necessary for such learning, and the approach has learners engage in bifocal modeling in the context of exploring phenomena and devices that they have grown curious about in the context of science or technology activities. The approach has potential to be used in school or out of school, and it might be used to cover targeted science or to supplement classroom activities. The project has phases that include investigating the efficacy and feasibility of bifocal modeling in a variety of circumstances, identifying the ways it might be productively used in school and to supplement school, understanding how learning happens when learning in the context of bifocal modeling, iteratively designing curriculum modules based on findings (and testing them), and iteratively refining the software and hardware that goes with those curriculum models so as to come to better understand of how to use them to promote learning.The proposed work has potential to help young people (and perhaps others) learn the science behind phenomena of interest and become better scientific reasoners. Citizens who understand the roles of models in science and who can design, construct, and/or use them to reason scientifically will be able to take part in the discussions of our democracy and be ready to prepare for scientific careers.

PI建议推进“双焦点建模”的想法，以促进对事物如何以及为什么工作的理解。在双焦点建模中，学习者在真实的世界中建立一个设备或现象的模型，并将传感器连接到它，他们使用几个建模平台之一建立同一设备或现象的虚拟模型（在计算机上）。他们运行这两种模型，并使用这两种模型探索和研究设备或现象的功能和行为。该方法的目的是帮助学习者构建解释心理模型的现象和他们遇到的设备。协调模型之间差异的需要将学习者集中在如果只使用一个模型可能不会注意到的细节上。当他们从事双焦点建模活动时，学习者会遇到有关模型的目的和准确性，人为错误，传感器和科学实践的问题。因此，除了促进他们正在探索的现象背后的科学的学习，学习者有机会了解模型在科学中的作用，以及如何科学地设计，构建和使用模型。 持续一段时间的参与对于这种学习是必要的，这种方法使学习者在探索他们在科学或技术活动中感到好奇的现象和设备的背景下参与双焦点建模。这种方法有可能在学校或校外使用，它可能被用来涵盖有针对性的科学或补充课堂活动。该项目分阶段进行，包括调查双焦点建模在各种情况下的有效性和可行性，确定在学校中有效使用和补充学校的方式，了解在双焦点建模的背景下学习时如何学习，根据调查结果反复设计课程模块（和测试他们），并反复完善与这些课程模式配套的软件和硬件，以便更好地了解如何使用它们来促进学习。拟议的工作有可能帮助年轻人（也许还有其他人）学习感兴趣的现象背后的科学，成为更好的科学推理者。了解模型在科学中的作用并能够设计、构建和/或使用它们进行科学推理的公民将能够参与我们民主的讨论，并为科学生涯做好准备。