Constructing and Critiquing Arguments in Middle School Science Classrooms: Supporting Teachers with Multimedia Educative Curriculum Materials

中学科学课堂上的论证构建和批判：用多媒体教育课程材料支持教师

• 批准号: 1119584
• 负责人: Suzanna Loper
• 金额: $ 314.7万
• 依托单位: University of California-Berkeley
• 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 2017-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1119584&HistoricalAwards=false
• 关键词: Constructing; Critiquing; Arguments; Middle; Science

This project between Lawrence Hall of Science and Boston College is developing Earth and Space Science multimedia educative curriculum materials (MECM) and a system to facilitate teachers' learning and beliefs of scientific argumentation. The MECMs include videos, voice-over narratives, diagrammatic representations, images of student writings, and text. The PIs are investigating the impact of the MECMS on teachers' beliefs about scientific argumentation and their related pedagogical content knowledge. The overarching research question, with four sub questions, focuses on how can multimedia educative curriculum materials provide support to middle school science teachers in implementing standards for constructing and critiquing arguments. The four sub questions are: What factors impact teachers' implementation of argumentation instruction in the classroom? How can MECMs be designed to positively impact teachers' beliefs and their pedagogical content knowledge (PCK) about argumentation? What is the relationship between teachers' beliefs about the value of argumentation and their implementation of argumentation in the classroom? What impact do MECMs have on teachers' beliefs and PCK?A mixed method approach is being used to assess teachers' beliefs and pedagogical content knowledge. The PIs are developing and pilot testing teachers' beliefs about scientific argumentation. They will use an iterative design process for the MECMs that will involve 50 teachers. Twenty-five phone interviews will be conducted to investigate factors that impact teachers' implementations of scientific argumentation. Three iterative cycles of design and testing include focus groups, a pilot of the MECMs in six classrooms, and a national field test of 30 classrooms. One hundred teachers will field test the assessment followed by collection of six case studies and data analyses. The project's formative and summative evaluations include monitoring and providing feedback for all activities, and assessments of program implementation and impact. Teachers need support using field tested multimedia educative materials (MECMs) in learning and delivering science content using a scientific argumentation process. By delivering and engaging the teaching and learning process through iterative design of Earth and Space Science multimedia educative curriculum materials, this project would provide, if successful, teachers and students with the necessary literacy and knowledge about scientific argumentation. The MECMs and approach has the potential for broad implementation in middle schools and beyond for delivering Earth and Space science material to support and teach scientific argumentation.

劳伦斯科学厅和波士顿学院之间的这个项目正在开发地球和空间科学多媒体教育课程材料（MECM）和一个系统，以促进教师的学习和科学论证的信念。MECMs包括视频，画外音叙述，图形表示，学生写作的图像和文本。研究员现正调查MECMS对教师科学论证信念及其相关教学内容知识的影响。总体研究问题，四个子问题，集中在如何多媒体教育课程材料提供支持，中学科学教师在实施标准的建设和批评的论点。这四个子问题是：影响教师在课堂上实施论证教学的因素是什么？如何设计MECMs来积极影响教师关于论证的信念和教学内容知识（PCK）？教师对论辩价值的信念与其在课堂上实施论辩有何关系？MECMs对教师信念和PCK有什么影响？目前正在采用混合方法评估教师的信念和教学内容知识。PI正在发展和试点测试教师对科学论证的信念。他们将使用迭代设计过程的MECMs，将涉及50名教师。本研究将进行25次电话访谈，调查影响教师实施科学论证的因素。设计和测试的三个迭代周期包括焦点小组，六个教室的MECMs试点，以及30个教室的全国实地测试。一百名教师将实地测试评估，然后收集六个案例研究和数据分析。该项目的形成性和总结性评价包括对所有活动的监测和反馈，以及对方案执行情况和影响的评估。教师需要支持使用现场测试的多媒体教育材料（MECMs）在学习和提供科学内容使用科学论证过程。通过反复设计地球和空间科学多媒体教育课程材料，提供和参与教学过程，如果成功，该项目将为教师和学生提供关于科学论证的必要素养和知识。MECMs和方法有可能在中学及其他地区广泛实施，以提供地球和空间科学材料来支持和教授科学论证。