Modeling Hydrologic Systems in Elementary Science (MoHSES)

初等科学中的水文系统建模(MoHSES)项目包括研究和开发，以调查三年级学生对水文系统的基于模型的推理，以及教师如何支持学生参与建模实践。这项研究建立在现有建模框架的基础上，以指导长期概念建模任务的开发，并将其整合到完全可选的科学系统(FOSS)水模块中。研究对象包括十名从不同环境中招募的三年级小学教师。该团队利用广泛的课堂观察系统、对学生和教师的深入访谈以及学生人工制品来调查以下研究问题：(1)三年级学生如何构建、使用、评估和修改地下水系统的概念模型，以推断水循环的地圈组成部分？(2)三年级学生是否能够构建更科学准确的地下水循环模型？(3)三年级教师使用什么教学策略来支持学生对地下水系统的基于模型的推理？本研究有助于为早期学习者基于模型的复杂全球环境和科学现象的推理奠定基础。关于小学生关于水循环的基于模型的推理的调查，在文献中基本上是缺失的。从这个项目收集的数据可以帮助为科学课程教材的开发和小学教师的准备工作提供信息，旨在促进以改革为导向、以模式为中心的小学科学学习环境。这项研究还提供了学习进展的发展情况，说明了小学生在地球科学核心组成部分内的学习。

The Modeling Hydrologic Systems in Elementary Science (MoHSES) project involves research and development to investigate 3rd-grade students' model-based reasoning about hydrologic systems and how teachers scaffold students' engagement in modeling practices. The research builds upon existing modeling frameworks to guide the development and integration of a long-term conceptual modeling task into the Full Option Science System (FOSS) Water module. The participants in the study include ten 3rd-grade elementary teachers recruited from diverse settings. The team utilizes an extensive classroom observation system, in-depth interviews with students and teachers, and student artifacts to investigate the following research questions: (1) How do 3rd-grade students construct, use, evaluate, and revise conceptual models of groundwater systems to reason about geospheric components of the water cycle? (2) Are 3rd-grade students able to construct more scientifically-accurate models of groundwater cycling over time? (3) What instructional strategies do 3rd-grade teachers use to support students' model-based reasoning about groundwater systems?This research can help build a foundation in model-based reasoning about complex global environmental and scientific phenomena in early learners. Investigations of elementary students' model-based reasoning about the water cycle, are largely absent from the literature. The data collected from this project can help inform science curriculum materials development and elementary teacher preparation efforts designed to foster reform-oriented, model-centered elementary science learning environments. This research also informs the development of learning progressions that account for elementary students' learning within a core component of the Earth Sciences.