Managing Small Groups to Meet the Social and Psychological Demands of Scientific and Engineering Practices in High School Science.

管理小组以满足高中科学中科学和工程实践的社会和心理需求。

• 批准号: 1252339
• 负责人: Martina Nieswandt
• 金额: $ 86.29万
• 依托单位: University of Massachusetts Amherst
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-09-15 至 2018-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1252339&HistoricalAwards=false
• 关键词: Managing; Small; Groups; Meet; Social

This research project headed up by investigators from the University of Massachusetts, Amherst, analyzes, evaluates, and compares small group work on inquiry-based tasks and engineering design tasks in high school science classes. The research based recommendations for the reform of science education stress the teaching and learning of scientific and engineering practices in order for students to understand and experience how scientists and engineers work, and how scientific knowledge is produced and engineering solutions are developed. Yet, fundamental differences that have been noted in the professional practices of scientists compared to engineers, so it follows that the nature of productive group work in high school science should vary depending on whether the task involves scientific inquiry or engineering design. The investigators look at the cognitive, social, and affective resources individual bring to various problem solving tasks.Gauging what social, psychological and cognitive resources students need for inquiry and engineering design activities will strengthen professional development for science teachers about providing better scaffolding for group work. Furthermore, results of this research may be used to create valid diagnostic tools to evaluate students' varying strengths and weaknesses and to use these profiles to assemble students in small groups that are optimal for science learning. It should also help teachers to monitor on-going group process, which will guide themas they decide how and when to intervene to support groups in differentially structured inquiry-based and engineering design tasks.

本研究由马萨诸塞州大学阿默斯特分校的研究人员领导，分析、评估和比较了高中科学课上基于探究的任务和工程设计任务的小组工作。基于研究的科学教育改革建议强调科学和工程实践的教与学，以使学生了解和体验科学家和工程师如何工作，以及科学知识是如何产生的，工程解决方案是如何开发的。然而，与工程师相比，科学家的专业实践存在根本差异，因此，高中科学中富有成效的小组工作的性质应该根据任务是否涉及科学探究或工程设计而有所不同。研究人员着眼于认知，社会和情感资源的个人带来的各种问题解决的tasks.Gauge社会，心理和认知资源的学生需要的调查和工程设计活动将加强专业发展的科学教师提供更好的脚手架小组工作。此外，本研究的结果可用于创建有效的诊断工具，以评估学生的不同的优势和劣势，并使用这些配置文件，以组装学生在小组，是最佳的科学学习。它还应该帮助教师监控正在进行的小组过程，这将指导他们决定如何以及何时干预，以支持不同结构的探究和工程设计任务中的小组。