The emergence of diagnostic reasoning and scientific thinking.

诊断推理和科学思维的出现。

• 批准号: 1223777
• 负责人: David Sobel
• 金额: $ 71.31万
• 依托单位: Brown University
• 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: 2012-09-15 至 2016-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1223777&HistoricalAwards=false
• 关键词: emergence; diagnostic; reasoning; scientific; thinking.

This project, a collaboration between Brown University and Providence Children's Museum (PCM) focuses on investigating children's developing social cognition, particularly about how and why knowledge mediates the development of diagnostic reasoning. The research team will explore tools for use by informal science institutions like children's museums, science centers, and zoos. These tools may be used to support children's metacognition around diagnostic reasoning and causal learning as well as more broadly along with caregivers' understanding of their children's learning processes in informal science education (ISE) settings. Deliverables include: (a) a workshop and research manual for museum professionals; (b) a blog; (c) a cross-discipline literature review on metacognition and making learning visible; (d) reports from focus groups and interviews with caregivers and children at PCM focused on learning and play in the museum context; (e) a range of tools designed to help children and their caregivers become aware of their metacognitive processes; (f) exhibit labels and other communication tools for visitors to the museum; and (g) a permanent Mind Lab space at PCM that will be used to communicate the work of the partnership and research to the public. These deliverables will inform the development of a model of practice that ISE professionals can employ when working with children and their caregivers with the goal of making their learning and learning processes visible. This research project will advance the field by building theoretical understanding around children's reasoning and scientific thinking. It will also build capacity among academic researchers and informal science education researchers, educators, and administrators by providing empirical support for pedagogical decisions and strategies employed on a daily basis.

这个项目是布朗大学和普罗维登斯儿童博物馆（PCM）的合作项目，重点研究儿童社会认知的发展，特别是知识如何以及为什么介导诊断推理的发展。研究小组将探索供儿童博物馆、科学中心和动物园等非正式科学机构使用的工具。这些工具可用于支持儿童对诊断推理和因果学习的元认知，以及更广泛地支持照顾者对儿童在非正式科学教育（ISE）环境中的学习过程的理解。可交付成果包括：(a)为博物馆专业人员提供研讨会和研究手册；(b)博客；(c)关于元认知和学习可视化的跨学科文献综述；(d)焦点小组的报告以及对护理人员和儿童在PCM的采访，重点关注博物馆环境中的学习和游戏；(e)一系列旨在帮助儿童及其照料者了解其元认知过程的工具；(f)展品标签及其他供参观者使用的通讯工具；(g)在PCM建立一个永久性的思维实验室空间，用于向公众宣传合作伙伴关系和研究的工作。这些成果将为ISE专业人员在与儿童及其照顾者一起工作时可以使用的实践模型的发展提供信息，目标是使他们的学习和学习过程可见。这个研究项目将通过建立对儿童推理和科学思维的理论理解来推进这一领域。它还将通过为日常使用的教学决策和策略提供经验支持，在学术研究人员和非正式科学教育研究人员、教育工作者和管理人员之间建立能力。