Social Dynamics: Leveraging Online Social Networks to Shape Science Identities and Support Learning Science Concepts in Middle School Students

社会动态：利用在线社交网络塑造科学身份并支持中学生学习科学概念

• 批准号: 1317073
• 负责人: Lynn Tran
• 金额: $ 45万
• 依托单位: University of California-Berkeley
• 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: 2013-08-15 至 2017-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1317073&HistoricalAwards=false
• 关键词: Social; Dynamics; Leveraging; Online; Networks

Abstract:Social Dynamics is an exploratory project to investigate how face-to-face teaching leveraging the use of an online social network learning platform (SNLP) can increase middle school students' science learning and enhance their development of contextual identities related to science. Units from the recently developed and tested Ocean System Sciences (OSS) curriculum are the basis for the instruction. All six teachers receive professional development in the first summer and teach the OSS in year one. Testing is carried out with the same teachers in years two and three. The design-based research generates evidence about how teachers can use a Facebook-like social network platform, My Big Campus, which is currently used by school districts nationwide to complement face-to-face classroom instruction. The project investigates the ways engagement in an SNLP supports student science identity development and learning; the instructional practices that support engagement in an SNLP; how teachers use these practices to support learning and shape student science identities; and the relationships that exist between student science identities and learning within the face-to-face and SNLP contexts. To disassociate the impacts of the SNLP and identity on learning, two teachers from Oakland Unified School District use only face-to-face instruction. One only uses science learning strategies; the other employs identity strategies in addition to the science learning strategies. In San Diego, two sets of two teachers use both face-to-face and SNLP - one set using only science learning strategies and the other set using both science learning and identity strategies. Teachers are assigned randomly to the science only and science plus identity implementations and will be separated during professional development. Twelve students, who exhibit online behaviors that stand out, are selected for in-depth interviews. The analyses requires sophisticated data tracking systems that allow for student scores to be linked over the period of one year, and students to be linked to their teachers over the course of one year. This project should contribute to the scarce research about the effectiveness of the use of social media in science instruction.

摘要：《社会动态》是一项探索性项目，旨在探讨面对面教学如何利用在线社交网络学习平台（SNLP）促进中学生的科学学习，并促进他们与科学相关的情境认同的发展。最近开发和测试的海洋系统科学（OSS）课程单元是指导的基础。所有六名教师在第一个夏天接受专业发展，并在第一年教授OSS。测试在第二年和第三年由同样的老师进行。这项基于设计的研究为教师如何使用类似facebook的社交网络平台My Big Campus提供了证据，该平台目前被全国各地的学区用于补充面对面的课堂教学。该项目调查了参与SNLP支持学生科学身份发展和学习的方式；支持SNLP参与的教学实践；教师如何利用这些实践来支持学习和塑造学生的科学身份；以及面对面和SNLP情境下学生科学身份与学习之间存在的关系。为了分离SNLP和身份对学习的影响，两位来自奥克兰联合学区的老师只使用面对面的教学。一个只使用科学的学习策略；另一种在科学学习策略的基础上采用认同策略。在圣地亚哥，两组两名教师同时使用面对面和SNLP——一组只使用科学学习策略，另一组同时使用科学学习和认同策略。教师被随机分配到科学和科学加身份的实施，并将在专业发展期间分开。12名在网络行为上表现突出的学生将被选中进行深度采访。这种分析需要复杂的数据跟踪系统，允许学生的分数在一年的时间内被联系起来，学生和他们的老师在一年的课程中被联系起来。本项目应有助于对社会媒体在科学教学中使用有效性的稀缺研究。