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

PI提出了“双焦点建模”的概念，以促进对事物如何工作以及为什么工作的理解。在双焦点建模中，学习者在现实世界中建立一个设备或现象的模型，并将传感器连接到该模型上，然后他们使用几个建模平台中的一个来(在计算机上)构建相同设备或现象的虚拟模型。他们运行这两种模型，并使用这两种模型探索和调查设备或现象的功能和行为。该方法旨在帮助学习者构建他们所遇到的现象和装置的解释性心理模型。协调不同模型之间的差异的需要将学习者集中在细节上，如果只使用一个模型，他们可能不会注意到。在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，除了促进学习他们正在探索的现象背后的科学之外，学习者还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，这种方法让学习者在探索他们在科学或技术活动中变得好奇的现象和装置的背景下从事双焦点建模。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。该项目分几个阶段，包括在各种情况下调查双焦点建模的有效性和可行性，确定在学校和补充学校可能有效使用的方法，了解在双焦点建模的背景下学习是如何发生的，根据发现迭代地设计课程模块(并对其进行测试)，反复改进与这些课程模型配套的软件和硬件，以便更好地理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)学习兴趣现象背后的科学，并成为更好的科学推理者。理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，并为科学事业做好准备。

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.