Modeling in Primary Grades (MPG): Science Learning through Content Rich Inquiry
小学年级建模(MPG):通过内容丰富的探究进行科学学习
基本信息
- 批准号:1222853
- 负责人:
- 金额:$ 43.19万
- 依托单位:
- 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:2012-10-01 至 2016-09-30
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
This exploratory project examines how teachers of second grade students scaffold the development of student conceptual models and their understanding of the nature of scientific models and modeling processes in physical science conceptual areas associated with the particulate nature of matter. Teachers receive professional development around ways in which they can facilitate productive disciplinary discussions with young children that result in students coming to understand core ideas in the Next Generation Science Standards. The project focuses on the topics of matter and sound based on the FOSS units "Solids and Liquids" and "Water," and the STC unit "Sound". It builds on an earlier project on life science for kindergarten teachers and students to expand the research communities understanding of how young children learn in science. Researchers from Purdue University are working with public schools in Lafayette that have high Hispanic populations and low SES, as well as a private school system with a more affluent population.This project employs a mixed methodological research design that incorporates rich qualitative data collection and analysis combined with a quasi-experimental design that examines student learning across a treatment and comparison group with the same curricular materials but with differing support for teachers to engage students in disciplinary productive discussions about the science phenomena that they are studying. Research questions are designed to elicit descriptions of the differing aspects of learning that are evidenced by students together with rich descriptions of the teaching strategies that are associated with the classroom environments. Because this is an exploratory study, no causal comparisons between teacher practices and student outcomes are drawn, but the project provides the underpinnings that will support future research that would take a more rigorous approach. The project further develops the methodology of examining disciplinary rich description of student models to advance the understanding of how content and reasoning interact with young children. Recent research in cognition has demonstrated that young children reason in a more sophisticated manner than previously understood. The Next Generation Science Standards has a strong focus on student reasoning practices, and the development of student explanations of science phenomenon requires that students have the opportunity to experience classrooms in which discussions of scientific ideas are scaffolded. Teachers need examples of how to interact with young children and of how to interpret what students say in ways that move the understanding of scientific concepts forward. This foundational research provides descriptive exemplars that can be shared in both the research literature and in practitioner publications as examples of what cognitively rich pedagogy can achieve.
这个探索性的项目考察了二年级学生的教师如何建立学生的概念模型,以及他们对科学模型的性质和与物质的颗粒性质相关的物理概念领域的建模过程的理解。教师接受专业发展,他们可以促进与幼儿进行富有成效的纪律讨论,从而使学生逐渐理解下一代科学标准中的核心思想。该项目以自由和开放源码软件单元“固体和液体”和“水”以及STC单元“声音”为基础,重点讨论物质和声音的主题。它建立在早先针对幼儿园教师和学生的生命科学项目的基础上,以扩大研究界对幼儿如何在科学中学习的理解。普渡大学的研究人员正在与拉斐特的公立学校合作,这些学校的西班牙裔人口较多,SES较低,以及人口较富裕的私立学校系统。该项目采用混合方法论研究设计,将丰富的定性数据收集和分析与准实验设计相结合,通过使用相同课程材料但不同支持的治疗和对照小组来检查学生的学习情况,以让学生参与学科创造性的讨论,讨论他们正在研究的科学现象。研究问题旨在引出对学生所证明的学习的不同方面的描述,以及对与课堂环境相关的教学策略的丰富描述。由于这是一项探索性研究,没有得出教师实践和学生结果之间的因果比较,但该项目提供了支持未来研究的基础,这些研究将采取更严格的方法。该项目进一步发展了考察纪律的方法,丰富了对学生模型的描述,以促进对内容和推理如何与幼儿互动的理解。最近的认知研究表明,幼儿的推理能力比之前理解的要复杂得多。下一代科学标准强烈关注学生的推理实践,学生对科学现象的解释的发展要求学生有机会体验课堂上讨论科学思想的脚手架。教师需要示范如何与年幼的孩子互动,以及如何解释学生所说的话,以推动对科学概念的理解。这项基础性研究提供了描述性范例,可以在研究文献和从业者出版物中分享,作为认知丰富的教育学可以实现的范例。
项目成果
期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
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Ala Samarapungavan其他文献
Ala Samarapungavan的其他文献
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{{ truncateString('Ala Samarapungavan', 18)}}的其他基金
Exploring Biological Evidence: Helping Students Understand the Richness and Complexity of Evidentiary Constructs in Biology
探索生物证据:帮助学生理解生物学证据结构的丰富性和复杂性
- 批准号:
1661124 - 财政年份:2017
- 资助金额:
$ 43.19万 - 项目类别:
Continuing Grant
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