Collaborative Research: Bridging between Tabletop Models and the Earth System

合作研究：桌面模型和地球系统之间的桥梁

• 批准号: 1338311
• 负责人: Kim Kastens
• 金额: $ 9.73万
• 依托单位: Education Development Center
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-09-01 至 2014-11-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1338311&HistoricalAwards=false
• 关键词: Collaborative; Research; Bridging; between; Tabletop

The three-year project tackles the important problem of the difficulty of conducting hands-on activities for 8th and 9th grade Earth Science classrooms. The PIs take the approach of using tabletop models as analogs for the phenomena the curriculum is trying to elucidate. The project investigates how students apply insights gained from working with dynamic tabletop modules to understanding and reasoning about processes of the full scale Earth system.Working with 300 students and four teachers in New York City schools, the researchers test three instructional strategies in terms of the usefulness and pitfalls of each. The PIs develop written assessments using evidence-centered design principles that examine students' understanding of model attributes, model/Earth attribute correspondences, model relationships, model/Earth relationship correspondences, and geoscience data/evidence. The PIs collect student demographic data using t-tests and multiple regression analysis. They also collect student demographic data and qualitative measures to describe how the instructional strategies were enacted across classrooms and to understnd the ways in which teachers should be supported to utilize these strategies effectively.

这个为期三年的项目解决了8年级和9年级地球科学教室难以开展实践活动的重要问题。 PI采用桌面模型作为课程试图阐明的现象的类比。该项目调查了学生如何将从使用动态桌面模块中获得的见解应用于理解和推理全尺度地球系统的过程。研究人员与纽约市学校的300名学生和4名教师合作，测试了三种教学策略的有效性和陷阱。 PI使用以证据为中心的设计原则开发书面评估，检查学生对模型属性，模型/地球属性对应关系，模型关系，模型/地球关系对应关系以及地球科学数据/证据的理解。 PI使用t检验和多元回归分析收集学生人口统计数据。 他们还收集学生的人口统计数据和定性措施，以描述如何制定跨教室的教学策略，并了解教师应支持有效利用这些策略的方式。