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科学现象的讨论，而且能够对学科中的这些想法进行令人信服和深入的推理。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，支持教师改善课堂话语和推理。它将这些策略与课堂教学中的视觉展示结合起来，特别强调模拟。课堂话语策略发展的重点是教师展示学习的解释模型的物理现象在三个学科领域：高中电力，高中力学，和中学的物质状态，重点是使用视觉显示。基于先前的研究表明，初步有希望的证据，教师编排生产性课堂话语，并使用视频数据收集在先前的研究设置，该项目使用视频案例研究，有效的教学过程的关键要素的特点，并开发材料，用于职前和在职教师培训。本研究使用现有的视频示范物理教师谁是使用城堡课程，教单元的电和磁。研究问题涉及识别与模拟一起使用的全班策略，以支持在课堂上跨多个时间尺度开发可可视化的颗粒模型。另一个问题是教师如何区别使用静态显示模型和动态显示模型，以确定这两种类型的显示的优点和缺点。研究人员在社会认知框架内工作的方式，学生和教师构建解释模型和社会语言框架，讨论策略可以鼓励生产性参与学科知识的发展。研究人员已经开发出一个框架，将发展中学生的要素编成法典，以确定特别富有成效的课程片段，说明如何在课堂上构建这种话语。这些部分将编入一个视频教学手册，通过一个项目网站传播，并用于大学的教师职前准备。该项目代表了科学教育中关于学生和教师对科学现象的推理的研究可以从研究转化为实践的方式。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。本研究所产生的基于视频的教师工作簿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。视频到城堡课程材料的连接提供了额外的研究证据，以支持采用这门课程，这将是特别有说服力的新一代科学标准需要更深入地了解学科内容。

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.