GRIDS: Graphing Research on Inquiry with Data in Science

科学数据探究的绘图研究（网格）项目是一个为期四年的完整设计和开发提案，解决学习链，提交给美国国家科学基金会的DR K-12项目。网格将通过关注学生解释和使用图表的能力来研究提高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的图形，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、周期和指数。科学教师很少教授科学中需要的图形特征，所以学生们只能学习科学，而不能求助于学习和研究科学的一个无可争议的关键工具。网格将承担一个全面的计划，以解决需要提高图形理解。该项目将创建、研究和传播基于技术的评估、有助于图形解释的技术、教学设计、专业发展和学习材料。网格将首先开发网格绘图清单（GGI），这是一种与中学科学相关的基于研究的在线绘图技能测量方法。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，包括基于学生生成图表的分析和学生撰写图表的自动指导。这些材料将在使用GGI的课堂比较研究中进行测试，以评估年度和纵向进展。从10所公立中学选出的约30名教师将参与该项目，课堂上约有4000名学生。将进行一系列设计研究，以创建和测试10个学习单元和相关评估，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，每个实验由6名教师和600-800名学生进行。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，并培养学生作为科学学习者的能动性和认同感。

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.