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思想进行有说服力和深入的推理。该项目通过确定在成功讨论中建立科学概念的关键教学策略，帮助教师提高课堂话语和推理能力。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展示三个学科领域物理现象解释模型的学习：高中电学、高中力学和中学物质状态，重点是视觉展示的使用。基于先前的研究显示了教师组织富有成效的课堂话语的初步有希望的证据，并使用在先前研究设置中收集的视频数据，该项目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。本研究使用了现有的示范物理教师的视频，这些教师正在使用CASTLE课程来教授电和磁单元。研究问题涉及识别全班策略，这些策略与模拟一起使用，以支持在课堂上多个时间尺度上可视化颗粒模型的开发。另一个问题是，教师在使用静态和动态展示模型时是如何不同的，以确定这两种展示的优缺点。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，通过讨论策略可以鼓励学科知识发展的生产性参与。研究人员已经开发了一个框架，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样的话语。这些片段将被组织成一份录像教学手册，通过一个项目网站传播，并用于该大学职前教师的培训。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。这项研究产生的基于视频的教师练习册提供了这样一种资源，它是开源的，可供更多的教师使用，而不仅仅是项目中的教师。视频与CASTLE课程材料的联系为支持采用该课程提供了额外的研究证据，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入的理解。

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.