Strategies for Leading Classroom Discussions Aimed at Core Ideas and Scientific Modeling Practices

引导针对核心思想和科学建模实践的课堂讨论的策略

• 批准号: 1503456
• 负责人: John Clement
• 金额: $ 38.73万
• 依托单位: University of Massachusetts Amherst
• 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: 2015-08-01 至 2018-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1503456&HistoricalAwards=false
• 关键词: Strategies; Leading; Classroom; Discussions; Aimed

The Next Generation Science Standards (NGSS) have set goals for students to learn scientific models as disciplinary core ideas in addition to scientific reasoning practices and cross cutting ideas. Given these advances in national standards, educators are now asking for details about: (a) strategies for teaching the core disciplinary ideas; (b) how to teach the components of scientific thinking practices; and (c) how to integrate those practices with the teaching of core ideas. This project will use video case studies to identify key strategies used by exemplary teachers to guide class discussions toward these goals. The project will study teachers in the areas of high school mechanics and electricity, and middle school life sciences, and is designed to develop the constructs and language that will enable us to describe key discussion leading strategies. Clarified descriptions of the strategies will be disseminated to teachers via a website on discussion leading strategies for building models as core ideas, and accompanied by real classroom examples. In order to organize the strategies, the project will also combine the results of the classroom case studies with findings from studies of thinking processes in scientists to develop an integrated theoretical framework for model based learning and teaching in science. The theoretical framework will serve as a guide for organizing instruction, integrating research findings, and sequencing strategies for teacher educators and curriculum developers. The framework will start from practices in the NGSS standards for modeling and add detail by identifying smaller practices and supporting teaching strategies at four different time scale levels--from 5-second engagements with mental simulations, to the use of minutes-long constructive reasoning processes, to larger modeling cycles lasting roughly 10 minutes to hours, to model construction modes that can last 15 minutes to days. A simplified version of the theoretical framework will give a way to introduce teachers to strategies in an organized manner, one level at a time. The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.

下一代科学标准（NGSS）为学生设定了目标，除了科学推理实践和交叉思想之外，还将科学模型作为学科核心思想进行学习。 鉴于国家标准的这些进步，教育工作者现在要求提供以下方面的细节：（a）教授核心学科思想的战略;（B）如何教授科学思维实践的组成部分;以及（c）如何将这些实践与核心思想的教学结合起来。本计画将使用录影个案研究来找出模范教师所使用的关键策略，以引导课堂讨论朝向这些目标。该项目将研究高中机械和电气领域的教师，以及中学生命科学，旨在开发使我们能够描述关键讨论主导策略的结构和语言。将通过一个关于讨论引导战略的网站向教师传播这些战略的澄清说明，以建立模型作为核心思想，并附有真实的课堂例子。 为了组织这些战略，该项目还将联合收割机将课堂案例研究的结果与科学家思维过程研究的结果结合起来，为科学中基于模型的学习和教学建立一个综合理论框架。 该理论框架将作为教师教育者和课程开发者组织教学、整合研究成果和排序策略的指南。 该框架将从NGSS建模标准中的实践开始，并通过在四个不同的时间尺度级别上识别较小的实践和支持教学策略来添加细节-从5秒的心理模拟，到使用分钟长的建设性推理过程，到持续约10分钟到数小时的更大建模周期，到可以持续15分钟到数天的建模构建模式。 理论框架的简化版本将提供一种方法，以有组织的方式向教师介绍策略，一次一个级别。探索研究K-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具（RMT），显着提高学前班学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，这些研究和开发工作为拟议项目提供了理论和经验依据。