Collaborative Research: Building Enhanced Scientific Thinking through Modeling Ecosystems
协作研究:通过生态系统建模增强科学思维
基本信息
- 批准号:1508911
- 负责人:
- 金额:$ 39.7万
- 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:2015-09-15 至 2019-08-31
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
An ongoing collaboration between the Missouri Botanical Garden and the Massachusetts Institute of Technology will advance efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase students' motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM). Specifically, this project will explore how a modeling-based curricular approach advances 4th and 5th grade students' understanding of science as a way of knowing. By interacting with simulation-based games to create and revise models based upon real-world experiences with local ecosystems, students will begin to reason with evidence and to make connections between local and global environmental patterns. To support modeling as an instructional strategy, teachers will participate in extensive professional development to deepen their understanding of ecological content, use of technological tools, and pedagogical shifts that facilitate model-based inquiry. Additional project outcomes will include eight new curriculum modules, new software modeling tools and simulation games, and evidence of student and teacher changes in knowledge and awareness of STEM careers. Taking a systemic approach and engaging all 4th and 5th grade students and their teachers in a demographically diverse school district, this project has potential for broadening participation and interest in STEM. The research focus of this study will be to investigate the contextual factors found within a model-enhanced elementary science program which are most closely associated with student gains in understanding: 1) science as a way of knowing, 2) use of systems thinking and evidence-based reasoning, 3) conceptual change, and 4) interest in STEM careers. Approximately 1,400 4th and 5th grade students and 50 teachers will participate in the study over two school years. Data from multiple instruments (e.g., surveys, interviews, classroom observations, student projects, pre- and post-tests) and collected over multiple time points will be triangulated for assessing changes in student and teacher knowledge, as well as teacher practice. In addition, a subset of 125 students will be purposively sampled for a more focused exploration of the development of individual learning trajectories. Researchers will control dosage, systematic classroom, and instructional differences.
密苏里州植物园和麻省理工学院之间正在进行的合作将推动学生和教师创新技术体验(ITEST)计划的努力,以更好地了解和促进提高学生在科学、技术、工程或数学(STEM)领域追求职业生涯的动机和能力的实践。具体地说,这个项目将探索以建模为基础的课程方法如何促进四年级和五年级学生将科学理解为一种认识的方式。通过与基于模拟的游戏互动,根据对当地生态系统的真实世界经验创建和修改模型,学生将开始用证据进行推理,并在当地和全球环境模式之间建立联系。为了支持建模作为一种教学策略,教师将参与广泛的专业发展,以加深他们对生态内容、技术工具的使用以及促进基于模型的探究的教学转变的理解。其他项目成果将包括八个新的课程模块、新的软件建模工具和模拟游戏,以及学生和教师在STEM职业知识和意识方面发生变化的证据。该项目采取系统的方法,在人口结构不同的学区吸引所有四、五年级的学生和他们的老师,有可能扩大对STEM的参与和兴趣。这项研究的重点将是调查在一个模型增强的基础科学项目中发现的与学生理解能力增长最密切相关的背景因素:1)作为一种认识方式的科学,2)系统思维和基于证据的推理的使用,3)概念变化,以及4)对STEM职业的兴趣。大约1400名4年级和5年级的学生和50名教师将在两个学年内参与这项研究。来自多个工具(例如,调查、访谈、课堂观察、学生项目、测试前和测试后)并在多个时间点收集的数据将被三角化,以评估学生和教师知识以及教师实践的变化。此外,125名学生的子集将被有目的地抽样,以更集中地探索个人学习轨迹的发展。研究人员将控制剂量、系统的课堂和教学差异。
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)
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Eric Klopfer其他文献
StarLogo TNG: An Introduction to Game Development
StarLogo TNG:游戏开发简介
- DOI:
- 发表时间:
1996 - 期刊:
- 影响因子:0
- 作者:
Andrew Begel;Eric Klopfer - 通讯作者:
Eric Klopfer
Feedback (F) Fueling Adaptation (A) Network Growth (N) and Self-Organization (S): A Complex Systems Design and Evaluation Approach to Professional Development
- DOI:
10.1007/s10956-006-9024-4 - 发表时间:
2006-11-14 - 期刊:
- 影响因子:5.500
- 作者:
Susan A. Yoon;Eric Klopfer - 通讯作者:
Eric Klopfer
Approaches to illuminate content-specific gameplay decisions using open-ended game data
- DOI:
10.1007/s11423-021-09989-0 - 发表时间:
2021-04-08 - 期刊:
- 影响因子:4.200
- 作者:
Louisa Rosenheck;Meng-Tzu Cheng;Chen-Yen Lin;Eric Klopfer - 通讯作者:
Eric Klopfer
Eric Klopfer的其他文献
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{{ truncateString('Eric Klopfer', 18)}}的其他基金
Designing Mixed Reality Experiences to Support Participatory Complex Systems Learning
设计混合现实体验以支持参与式复杂系统学习
- 批准号:
2202431 - 财政年份:2022
- 资助金额:
$ 39.7万 - 项目类别:
Standard Grant
Collaborative Research: Designing Computational Modeling Curricula across Science Subjects to Study How Repeated Engagement Impacts Student Learning throughout High School
协作研究:设计跨科学学科的计算建模课程,以研究重复参与如何影响整个高中的学生学习
- 批准号:
2200917 - 财政年份:2022
- 资助金额:
$ 39.7万 - 项目类别:
Continuing Grant
Developing teachers as computational thinkers through supported authentic experiences in computing modeling and simulation
通过支持计算建模和模拟方面的真实经验,将教师培养为计算思想家
- 批准号:
1639069 - 财政年份:2016
- 资助金额:
$ 39.7万 - 项目类别:
Continuing Grant
Developing teachers as computational thinkers through supported authentic experiences in computing modeling and simulation
通过支持计算建模和模拟方面的真实经验,将教师培养为计算思想家
- 批准号:
1503383 - 财政年份:2015
- 资助金额:
$ 39.7万 - 项目类别:
Continuing Grant
DRK12-Biograph: Graphical Programming for Constructing Complex Systems Understanding in Biology
DRK12-Biograph:用于构建生物学中复杂系统理解的图形编程
- 批准号:
1019228 - 财政年份:2010
- 资助金额:
$ 39.7万 - 项目类别:
Standard Grant
New Mexico Adventures in Modeling: Integrating IT into the Curriculum through Computer Modeling Approaches
新墨西哥州的建模冒险:通过计算机建模方法将 IT 融入课程
- 批准号:
0322573 - 财政年份:2003
- 资助金额:
$ 39.7万 - 项目类别:
Standard Grant
STARTER GRANT: Building Science Understanding Through Model Construction in StarLogo
入门补助金:通过 StarLogo 中的模型构建建立科学理解
- 批准号:
9911164 - 财政年份:1999
- 资助金额:
$ 39.7万 - 项目类别:
Fellowship Award
NSF POSTDOCTORAL FELLOWSHIPS IN SCIENCE, MATHEMATICS, ENGINEERING AND TECHNOLOGY EDUCATION
NSF 科学、数学、工程和技术教育领域的博士后奖学金
- 批准号:
9714507 - 财政年份:1997
- 资助金额:
$ 39.7万 - 项目类别:
Fellowship Award
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Research on Quantum Field Theory without a Lagrangian Description
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- 批准号:10774081
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- 项目类别:面上项目
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