Identifying Science Teaching Strategies for Promoting Reasoned Discussions of Concepts and Simulations

新一代科学标准的一个关键目标是确保学生不仅能够参与对科学现象的讨论，而且能够对学科中的这些想法进行有力和深入的推理。该项目通过确定在成功的讨论中建立科学概念的关键教学策略，支持教师改进课堂话语和推理。它将这些策略与课堂教学中视觉显示的使用联系在一起，特别强调模拟。课堂话语策略发展的重点是教师在高中电学、高中力学和中学物质状态三个学科领域演示学习物理现象的解释模型，并强调视觉展示的使用。在先前研究的基础上，该项目利用先前研究环境中收集的视频数据，显示了教师编排富有成效的课堂话语的初步有希望的证据，使用视频案例研究来描述有效教学过程的关键要素，并开发用于职前和在职教师培训的材料。这项研究使用了现有的示范物理教师的视频，他们正在使用Castle课程教授电学和磁学单元。研究问题涉及识别整个班级的策略，这些策略与模拟一起使用，以支持在课堂上的多个时间尺度上开发可视化的颗粒模型。另一个问题是教师在使用静态显示模式和动态显示模式方面的不同之处，以确定这两种显示类型的优缺点。研究人员在学生和教师构建解释模型的社会认知框架和社会语言框架内工作，通过社会语言框架，讨论策略可以鼓励富有成效的参与学科知识的发展。研究人员开发了一个框架，将发展中的学生的要素编纂起来，以确定课程中特别有成效的部分，说明如何在课堂上构建这种话语。这些部分将编成视频教学手册，通过一个项目网站分发，并用于该大学的职前教师培训。这个项目代表了科学教育中关于学生和教师围绕科学现象进行推理的研究如何从研究转化为实践的方法。描述学生概念模型的性质和要素的认知研究需要具体的资源使其适用于典型的课堂。这项研究产生的基于教师视频的练习册提供了这样一种资源，这种资源是开源的，可供更多的教师使用，而不仅仅是项目中的教师。视频与城堡课程材料的联系提供了更多的研究证据，支持采用这一课程，这将特别有说服力，因为新一代科学标准要求对学科内容有更深的理解。

A key goal of the New Generation Science Standards is ensuring that students develop the capacity to not just participate in the discussions of science phenomenon, but also be able to reason cogently and deeply about those ideas in the disciplines. This project supports teachers in improving classroom discourse and reasoning by identifying key teaching strategies for building scientific concepts in successful discussions. It links these strategies together with the use of visual displays in classroom instruction with a particular emphasis on simulations. The focus of the classroom discourse strategy development is on teachers demonstrating learning of explanatory models of physical phenomena in three subject areas: high school electricity, high school mechanics, and middle school states of matter, with an emphasis on the use of visual displays. Based on previous research that showed preliminary promising evidence for the teachers orchestration of productive classroom discourse and using video data collected during the prior research settings, the project uses video case studies to characterize key elements of effective pedagogical processes and develop materials for use in pre- and in-service teacher training. This study uses existing videos of exemplary physics teachers who are using the CASTLE curriculum to teach units on electricity and magnetism. Research questions address the identification of whole class strategies that are used with simulations to support the development of a visualizable particulate model across a number of time scales in the classroom. Another question addresses how teachers differ in their use of static as opposed to dynamic display models to identify the advantages and disadvantages of both types of displays. The researchers work within the socio-cognitive framework of the ways that students and teachers construct explanatory models and the socio-linguistic framework by which discussion strategies can encourage productive engagement in the development of disciplinary knowledge. The researchers have developed a framework that codifies the elements of the developing student to identify particularly productive segments of lessons that illustrate how such discourse can be scaffolded in the classroom. These segments will be organized into a video-based teaching manual disseminated through a project website and used in the pre-service teacher preparation at the university. This project represents the ways in which research in science education on student and teacher reasoning around scientific phenomena can be translated from research into practice. The cognitive research that describes the nature and elements of students' conceptual models requires concrete resources to make them applicable within the typical classroom. The teacher video-based workbooks that result from this study provide such a resource that is open-source and available to a larger population of teachers than just those in the project. The connection of the videos to the CASTLE curricular materials provides additional research evidence to support the adoption of this curriculum that will be especially cogent as the New Generation Science Standards require deeper understanding of disciplinary content.