GRIDS: Graphing Research on Inquiry with Data in Science

科学数据查询的图形研究（GRIDS）项目是一个为期四年的完整设计和开发提案，涉及学习链，提交给NSF的DR K-12计划。GRIDS将通过关注学生解释和使用图形的能力来研究改善中学生科学学习的策略。在中学数学中，学生通常只绘制线性函数，很少遇到科学中使用的特征，如单位，科学记数法，非整数值，噪声，循环和指数。科学教师很少教科学所需的图形特征，所以学生们学习科学时没有求助于毫无争议的学习和做科学的关键工具。全球资源信息数据库将开展一项综合方案，以满足提高图形理解能力的需要。该项目将创建，研究和传播基于技术的评估，帮助图形解释，教学设计，专业发展和学习材料的技术。GRIDS将首先开发GRIDS绘图清单（GGI），这是一个在线的、基于研究的与中学科学相关的绘图技能衡量标准。该项目将通过设计具有强大数字技术的教学活动来解决GGI揭示的差距，包括基于对学生生成的图表和学生撰写图表的分析的自动指导。这些材料将在课堂比较研究中进行测试，使用GGI评估年度和纵向进展。 从10所公立中学选出的大约30名教师将参加该项目，沿着的还有大约4 000名学生。 将进行一系列的设计研究，以创建和测试10个单元的研究和相关的评估，并进行至少30个比较研究，以优化教学策略。比较研究将包括每学期至少5个实验，每个实验有6名教师和他们的600 - 800名学生。 该项目将为教师提供支持，引导学生使用图表和科学知识来加深理解，并发展作为科学学习者的代理和身份。

The Graphing Research on Inquiry with Data in Science (GRIDS) project is a four-year full design and development proposal, addressing the learning strand, submitted to the DR K-12 program at the NSF. GRIDS will investigate strategies to improve middle school students' science learning by focusing on student ability to interpret and use graphs. In middle school math, students typically graph only linear functions and rarely encounter features used in science, such as units, scientific notation, non-integer values, noise, cycles, and exponentials. Science teachers rarely teach about the graph features needed in science, so students are left to learn science without recourse to what is inarguably a key tool in learning and doing science. GRIDS will undertake a comprehensive program to address the need for improved graph comprehension. The project will create, study, and disseminate technology-based assessments, technologies that aid graph interpretation, instructional designs, professional development, and learning materials. GRIDS will start by developing the GRIDS Graphing Inventory (GGI), an online, research-based measure of graphing skills that are relevant to middle school science. The project will address gaps revealed by the GGI by designing instructional activities that feature powerful digital technologies including automated guidance based on analysis of student generated graphs and student writing about graphs. These materials will be tested in classroom comparison studies using the GGI to assess both annual and longitudinal progress. Approximately 30 teachers selected from 10 public middle schools will participate in the project, along with approximately 4,000 students in their classrooms. A series of design studies will be conducted to create and test ten units of study and associated assessments, and a minimum of 30 comparison studies will be conducted to optimize instructional strategies. The comparison studies will include a minimum of 5 experiments per term, each with 6 teachers and their 600-800 students. The project will develop supports for teachers to guide students to use graphs and science knowledge to deepen understanding, and to develop agency and identity as science learners.