Modeling Hydrologic Systems in Elementary Science (MoHSES)

基础科学中的水文系统建模 (MoHSES)

• 批准号: 1220675
• 负责人: Cory Forbes
• 金额: $ 44.85万
• 依托单位: University of Iowa
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-09-01 至 2014-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1220675&HistoricalAwards=false
• 关键词: Modeling; Hydrologic; Systems; Elementary; Science

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.

基础科学中的水文系统建模 (MoHSES) 项目涉及研究和开发，旨在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。 该研究建立在现有建模框架的基础上，指导长期概念建模任务的开发并将其集成到全选项科学系统（FOSS）水模块中。该研究的参与者包括十名来自不同环境的三年级小学教师。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文物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来推理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随时间循环的模型？ (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进行基于模型的推理？这项研究可以帮助早期学习者为复杂的全球环境和科学现象的基于模型的推理奠定基础。文献中基本上没有对小学生基于模型的水循环推理的调查。从该项目收集的数据可以帮助为科学课程材料的开发和基础教师的准备工作提供信息，旨在培育以改革为导向、以模型为中心的基础科学学习环境。这项研究还为小学生在地球科学核心部分的学习进程的发展提供了信息。