Collaborative Research: Examining the Development of Student Reasoning Skills Through Scaffolded Physics Instruction

合作研究:通过支架式物理教学检验学生推理能力的发展

基本信息

  • 批准号:
    1432765
  • 负责人:
  • 金额:
    $ 14.98万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Standard Grant
  • 财政年份:
    2015
  • 资助国家:
    美国
  • 起止时间:
    2015-01-01 至 2019-12-31
  • 项目状态:
    已结题

项目摘要

This is a collaborative project involving North Dakota State University (Award DUE-1431857), the University of Maine (Award DUE-1431940), Penn State Greater Allegheny (Award DUE-1431541), the University of Washington (Award DUE-1432765), and Western Washington University (Award DUE-1432052).In addition to helping students learn foundational physics content, one of the most important goals of a college-level physics course is to help students learn how to reason. To be successful in STEM fields, students must be able to build multi-step explanations leading to a prediction, an inference, or a conclusion. Experienced physics instructors recognize that this is difficult for many students. Although a great deal of research has been conducted on how students develop an understanding of individual concepts in physics, there has been little research to date on how students learn to chain ideas together. In many cases, instructional interventions have been shown to help the strongest students most, thereby widening the gap between high- and low-achieving students. Differences in students' underlying reasoning abilities might account for this disparity of impact. The outcomes of this project have the potential both to decrease such gaps and to increase the retention of at-risk students in STEM disciplines. Because this is a new avenue of research, one of the primary goals of this project is to develop tools and methods for the reliable measurement of student reasoning, and to test these tools with diverse student populations. These tools will be shared with other researchers so that they can be applied more widely in studies of the development of students' reasoning abilities in STEM courses.Despite a sustained focus on reasoning and problem solving from a variety of research perspectives, little is known about how students construct inferential reasoning chains in solving qualitative physics problems. Because of the importance of reasoning in developing and applying scientific knowledge, as well as the relative lack of empirical and theoretical resources for understanding and assessing the development of such reasoning, there is a need for more research in this area. Central to this exploratory project is the development of new instruments and methodologies for disentangling conceptual understanding of physics from the reasoning abilities required to apply that understanding productively. Specific objectives of the project are (1) to develop instruments capable of reliably measuring student reasoning and (2) to use those instruments to investigate the development of student reasoning in university physics courses. The investigators will concurrently pursue both the development and refinement of instruments and the generation of new knowledge about students' reasoning in physics, including the identification of factors and instructional circumstances that enhance or suppress the application of productive reasoning approaches. The investigators will employ three complementary strategies: (1) the collection and analysis of snapshot data obtained from many students at a single instant (e.g., written responses to exam questions), (2) controlled experiments involving comparisons of snapshot data obtained under different circumstances, and (3) the collection and analysis of video data from student interviews and from groups of students working through materials in class.
这是一个合作项目,涉及北达科他州州立大学(Award DUE-1431857),缅因州大学(奖项DUE-1431940),宾夕法尼亚州立大学大阿勒格尼分校(Award DUE-1431541),华盛顿大学(Award DUE-1432765)和西华盛顿大学除了帮助学生学习基础物理内容外,大学物理课程最重要的目标之一是帮助学生学习如何推理。为了在STEM领域取得成功,学生必须能够建立多步解释,从而得出预测,推理或结论。有经验的物理教师认识到这对许多学生来说是困难的。虽然已经进行了大量的研究,学生如何发展物理学中的个别概念的理解,有很少的研究,到目前为止,学生如何学习链的想法在一起。在许多情况下,教学干预已被证明对最强的学生帮助最大,从而扩大了高成就和低成就学生之间的差距。学生潜在推理能力的差异可能是造成这种影响差异的原因。该项目的成果有可能缩小此类差距,并增加STEM学科中有风险学生的保留率。因为这是一个新的研究途径,这个项目的主要目标之一是开发工具和方法,为学生推理的可靠测量,并测试这些工具与不同的学生群体。这些工具将与其他研究人员共享,以便更广泛地应用于STEM课程中学生推理能力发展的研究。尽管从各种研究角度持续关注推理和问题解决,但对学生如何构建推理链解决定性物理问题知之甚少。由于推理在发展和应用科学知识方面的重要性,以及相对缺乏理解和评估这种推理发展的经验和理论资源,因此需要在这一领域进行更多的研究。这一探索性项目的核心是开发新的工具和方法,将物理学的概念理解与有效应用这种理解所需的推理能力分离开来。该项目的具体目标是:(1)开发能够可靠地衡量学生推理能力的仪器;(2)利用这些仪器调查大学物理课程中学生推理能力的发展情况。研究人员将同时追求仪器的开发和改进以及关于学生物理推理的新知识的产生,包括识别增强或抑制生产性推理方法应用的因素和教学环境。研究人员将采用三种互补的策略:(1)收集和分析在一个瞬间从许多学生那里获得的快照数据(例如,对考试问题的书面回答),(2)涉及在不同情况下获得的快照数据的比较的对照实验,以及(3)从学生访谈和从学生在课堂上阅读材料的小组中收集和分析视频数据。

项目成果

期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)

数据更新时间:{{ journalArticles.updateTime }}

{{ item.title }}
{{ item.translation_title }}
  • DOI:
    {{ item.doi }}
  • 发表时间:
    {{ item.publish_year }}
  • 期刊:
  • 影响因子:
    {{ item.factor }}
  • 作者:
    {{ item.authors }}
  • 通讯作者:
    {{ item.author }}

数据更新时间:{{ journalArticles.updateTime }}

{{ item.title }}
  • 作者:
    {{ item.author }}

数据更新时间:{{ monograph.updateTime }}

{{ item.title }}
  • 作者:
    {{ item.author }}

数据更新时间:{{ sciAawards.updateTime }}

{{ item.title }}
  • 作者:
    {{ item.author }}

数据更新时间:{{ conferencePapers.updateTime }}

{{ item.title }}
  • 作者:
    {{ item.author }}

数据更新时间:{{ patent.updateTime }}

Paula Heron其他文献

Paula Heron的其他文献

{{ item.title }}
{{ item.translation_title }}
  • DOI:
    {{ item.doi }}
  • 发表时间:
    {{ item.publish_year }}
  • 期刊:
  • 影响因子:
    {{ item.factor }}
  • 作者:
    {{ item.authors }}
  • 通讯作者:
    {{ item.author }}

{{ truncateString('Paula Heron', 18)}}的其他基金

Research and Curriculum Development to Leverage University Student Conceptual Resources for Understanding Physics
利用大学生概念资源理解物理的研究和课程开发
  • 批准号:
    1914572
  • 财政年份:
    2019
  • 资助金额:
    $ 14.98万
  • 项目类别:
    Standard Grant
Collaborative Research: Establishing a New Model for Research-Based Curriculum Development in Physics Aligned with Dual-Process Theories of Reasoning
协作研究:建立与双过程推理理论相一致的物理研究型课程开发新模式
  • 批准号:
    1821123
  • 财政年份:
    2018
  • 资助金额:
    $ 14.98万
  • 项目类别:
    Standard Grant
Next Generation Research-Based and Research-Validated Instructional Materials for Teaching Physics in Different Instructional Environments
用于不同教学环境中物理教学的下一代基于研究和研究验证的教学材料
  • 批准号:
    1821032
  • 财政年份:
    2018
  • 资助金额:
    $ 14.98万
  • 项目类别:
    Standard Grant
Collaborative Research: University Student Conceptual Resources for Understanding Physics
合作研究:大学生理解物理的概念资源
  • 批准号:
    1608221
  • 财政年份:
    2016
  • 资助金额:
    $ 14.98万
  • 项目类别:
    Standard Grant

相似国自然基金

Research on Quantum Field Theory without a Lagrangian Description
  • 批准号:
    24ZR1403900
  • 批准年份:
    2024
  • 资助金额:
    0.0 万元
  • 项目类别:
    省市级项目
Cell Research
  • 批准号:
    31224802
  • 批准年份:
    2012
  • 资助金额:
    24.0 万元
  • 项目类别:
    专项基金项目
Cell Research
  • 批准号:
    31024804
  • 批准年份:
    2010
  • 资助金额:
    24.0 万元
  • 项目类别:
    专项基金项目
Cell Research (细胞研究)
  • 批准号:
    30824808
  • 批准年份:
    2008
  • 资助金额:
    24.0 万元
  • 项目类别:
    专项基金项目
Research on the Rapid Growth Mechanism of KDP Crystal
  • 批准号:
    10774081
  • 批准年份:
    2007
  • 资助金额:
    45.0 万元
  • 项目类别:
    面上项目

相似海外基金

Collaborative Research: Examining Pyrotechnology and Ecosystem Change in the Archaeological Record
合作研究:检查考古记录中的火工技术和生态系统变化
  • 批准号:
    2413996
  • 财政年份:
    2023
  • 资助金额:
    $ 14.98万
  • 项目类别:
    Standard Grant
Collaborative Research: Examining Cloud-Radiation Feedback at Convective Scales in Tropical Cyclones
合作研究:检查热带气旋对流尺度的云辐射反馈
  • 批准号:
    2331121
  • 财政年份:
    2023
  • 资助金额:
    $ 14.98万
  • 项目类别:
    Continuing Grant
Collaborative Research: A longitudinal approach to examining perception-production links in second language speech sound learning.
协作研究:检查第二语言语音学习中感知-产生联系的纵向方法。
  • 批准号:
    2309561
  • 财政年份:
    2023
  • 资助金额:
    $ 14.98万
  • 项目类别:
    Standard Grant
Collaborative Research: Increasing Inclusion and Equity of Minoritized STEM Faculty: Examining the Role of Epistemic Exclusion in Scholar(ly) Evaluation Practices
合作研究:增加少数 STEM 教师的包容性和公平性:检验认知排斥在学者评估实践中的作用
  • 批准号:
    2300166
  • 财政年份:
    2023
  • 资助金额:
    $ 14.98万
  • 项目类别:
    Continuing Grant
Collaborative Research: Examining the Longitudinal Development of Pre-Service Elementary Teachers’ Equitable Noticing of Children’s Mathematical Thinking
合作研究:审视职前小学教师的纵向发展——公平关注儿童的数学思维
  • 批准号:
    2301115
  • 财政年份:
    2023
  • 资助金额:
    $ 14.98万
  • 项目类别:
    Continuing Grant
Collaborative Research: Examining the Longitudinal Development of Pre-Service Elementary Teachers’ Equitable Noticing of Children’s Mathematical Thinking
合作研究:审视职前小学教师的纵向发展——公平关注儿童的数学思维
  • 批准号:
    2301114
  • 财政年份:
    2023
  • 资助金额:
    $ 14.98万
  • 项目类别:
    Continuing Grant
Collaborative Research: Examining Elementary Mathematics Teachers' Behaviors and Learning with an Online Professional Development Platform
合作研究:利用在线专业发展平台检查小学数学教师的行为和学习
  • 批准号:
    2301274
  • 财政年份:
    2023
  • 资助金额:
    $ 14.98万
  • 项目类别:
    Continuing Grant
Collaborative Research: Examining the Longitudinal Development of Pre-Service Elementary Teachers’ Equitable Noticing of Children’s Mathematical Thinking
合作研究:审视职前小学教师的纵向发展——公平关注儿童的数学思维
  • 批准号:
    2301116
  • 财政年份:
    2023
  • 资助金额:
    $ 14.98万
  • 项目类别:
    Continuing Grant
CAS: Collaborative Research: Separating Electronic and Geometric Effects in Compound Catalysts: Examining Unique Selectivities for Hydrogenolysis on Transition Metal Phosphides
CAS:合作研究:分离复合催化剂中的电子效应和几何效应:检验过渡金属磷化物氢解的独特选择性
  • 批准号:
    2409888
  • 财政年份:
    2023
  • 资助金额:
    $ 14.98万
  • 项目类别:
    Standard Grant
Collaborative Research: Increasing Inclusion and Equity of Minoritized STEM Faculty: Examining the Role of Epistemic Exclusion in Scholar(ly) Evaluation Practices
合作研究:增加少数 STEM 教师的包容性和公平性:检验认知排斥在学者评估实践中的作用
  • 批准号:
    2300165
  • 财政年份:
    2023
  • 资助金额:
    $ 14.98万
  • 项目类别:
    Continuing Grant
{{ showInfoDetail.title }}

作者:{{ showInfoDetail.author }}

知道了