Collaborative Research: Cultural Epistemologies and Science-related Practices: Living and Learning in Relationships

合作研究：文化认识论和科学相关实践：关系中的生活和学习

• 批准号: 1109590
• 负责人: Megan Bang
• 金额: $ 46.36万
• 依托单位: TERC Inc
• 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: 2011-09-01 至 2012-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1109590&HistoricalAwards=false
• 关键词: Collaborative; Research; Cultural; Epistemologies; Science

The objective of this project is to examine the role of culture in the development of children's knowledge of and reasoning about the natural world. This project builds on previous work that found cultural differences in science-related practices such as observation, hypothesis formation, and explanation. It also extends design research to preschool contexts with both Native and European-American children, with the goal of finding ways to design rigorous science learning environments for young children. The study populations include both urban and rural Native-American and (mainly) European-American children. The studies include adults and children of different ages, with tasks tailored to each sample. This will achieve a more comprehensive view of the development of understandings of nature. The project is a collaborative effort between TERC, the American Indian Center of Chicago, the Menominee Tribe of Wisconsin, and Northwestern University. The overall goal is to improve science learning by bringing informal, out-of-school learning to bear on more formal, school-based science learning.The project employs an integration of multiple methods and measures to conduct three sets of studies. 1. Studies of input conditions and learning in everyday contexts. 2. More formal cognitive science studies of children's learning and conceptual organization. 3. Community-based design experiments focused on science learning. In different ways, each of these methods allows the project to further develop, test, and examine the educational implications of proposed theories of how culture affects science learning. This research project offers extensive cross-cultural, cross-disciplinary research opportunities for pre- and post-doctoral research trainees. Members of Native American communities have increasingly become involved on related project as PIs, research assistants, and graduate fellows. An important aspect of this project is resource development and capacity building in Native-American institutions.This research should have strong impacts on theories of cognitive and conceptual development, especially those pertaining to how children's and adults' existing knowledge is shaped by culture and experience. It should also promote an expansive view of cultural practices, including contact with the natural world, community forms of engagement, and parent-child interactions. The project develops classroom practices that, if successful, have excellent potential for scaling up and generality. Moreover, this project will provide a deeper understanding of the developmental processes underlying cross-cultural similarities and differences in science learning. This will serve as an essential resource in national and local efforts to advance the education of children enrolled in US schools, including the increasing number of children from diverse linguistic and cultural backgrounds.

该项目的目的是研究文化在儿童对自然世界的知识发展和推理中的作用。该项目以先前的工作为基础，发现与科学相关的实践（例如观察，假设形成和解释）存在文化差异。它还将设计研究扩展到与本地和欧美儿童的学龄前背景，目的是寻找为幼儿设计严格的科学学习环境的方法。该研究人群包括城市和农村土著裔美国人以及（主要是）欧美儿童。研究包括成年人和不同年龄的孩子，每个样本都量身定制任务。这将对对自然理解的发展进行更全面的看法。该项目是TERC，芝加哥美洲印第安人中心，威斯康星州的Menominee部落和西北大学之间的合作努力。总体目标是通过带来非正式的，校外学习来改善科学学习，以遵循更正式的，基于学校的科学学习。该项目采用多种方法和措施的整合来进行三组研究。 1。在日常情况下进行输入条件和学习的研究。 2。对儿童学习和概念组织的更正式的认知科学研究。 3。基于社区的设计实验，重点是科学学习。这些方法中的每一种都使项目能够进一步发展，测试和研究有关文化如何影响科学学习的理论的教育含义。该研究项目为博士后研究人员提供了广泛的跨文化，跨学科研究机会。美国原住民社区的成员越来越多地参与相关项目，作为PI，研究助理和研究生研究员。该项目的一个重要方面是美国本地裔机构的资源开发和能力建设。这项研究应该对认知和概念发展的理论产生强大的影响，尤其是那些与儿童和成人现有知识有关的理论是由文化和经验塑造的。它还应该促进对文化实践的广泛观点，包括与自然世界的接触，社区形式的参与和亲子互动。该项目开发了课堂实践，如果成功，则具有扩展和普遍性的巨大潜力。此外，该项目将对跨文化相似性和科学学习的差异提供更深入的了解。这将是国家和地方努力的基本资源，以推动美国学校入学的儿童的教育，包括来自多种语言和文化背景的儿童越来越多。