EAPSI: Investigating Cultural and Instructor Influences on Student Argumentation and Conceptual Understanding in Chemistry Classrooms

EAPSI：调查文化和教师对化学课堂中学生论证和概念理解的影响

• 批准号: 1514851
• 负责人: Courtney Stanford
• 金额: $ 0.51万
• 依托单位: Stanford Courtney L
• 依托单位国家: 美国
• 项目类别: Fellowship Award
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-06-01 至 2016-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1514851&HistoricalAwards=false
• 关键词: EAPSI; Investigating; Cultural; Instructor; Influences

This award supports aimed at understanding how cultural norms and instructor implementation of course materials influence student argumentation and conceptual understanding of chemistry. It is important to analyze the nature of the communication used by both the students and the instructor. The team will investigate student ability to generate scientific arguments and the conceptual level (macroscopic, sub-microscopic, and symbolic) at which they discuss chemical concepts. The role of the instructor in encouraging student conversations and helping students make connections between the different conceptual levels will also be explored. Further analysis of the arguments will be used to describe classrooms norms. Analysis of classroom interactions will provide insight regarding the nature of classroom conversations, the influence of cultural norms, the nature and quality of student generated arguments, and students? conceptual understanding of chemistry. This research will be conducted at National Taiwan Normal University in collaboration with Dr. Hsin-Kai Wu, an internationally recognized expert on analyzing interactions between teachers, students, and technology in the classroom.Transcripts of student dialogue in the classroom will be analyzed using Toulmin's Model of Argumentation to examine students' ability to generate scientific arguments. The representational levels for the arguments will then be identified using Johnstone's triangle. In addition, the Inquiry Oriented Discursive Moves Framework will be used to investigate the role of the instructor in encouraging student discourse and translation between different representational levels. Analysis of the course materials will help to examine the relationships between the nature of the materials and student reasoning, particularly with respect to the use of representations. Together this will allow the determination of the intertextuality and the links among the different aspects of a classroom learning environment. This NSF EAPSI award supports the research of a U.S. graduate student and is funded in collaboration with the Ministry of Science and Technology of Taiwan.

该奖项支持旨在了解文化规范和教师实施课程材料如何影响学生的论证和化学的概念理解。重要的是要分析学生和教师使用的沟通的性质。该小组将调查学生的能力，以产生科学的论点和概念层面（宏观，亚微观和符号），他们讨论化学概念。教师在鼓励学生对话和帮助学生建立不同概念层次之间的联系方面的作用也将被探讨。进一步分析的论点将被用来描述课堂规范。课堂互动的分析将提供有关课堂对话的性质，文化规范的影响，性质和质量的学生产生的论点，和学生的洞察力？对化学的概念性理解。本研究将在国立台湾师范大学进行，由国际知名的教师、学生和技术互动分析专家吴新楷博士合作，以Toulmin的论证模式（Model of Argumentation）分析学生在课堂上的对话记录，考察学生的科学论证能力。然后，使用约翰斯通三角形来确定参数的代表性水平。此外，以探究为导向的话语移动框架将被用来调查教师在鼓励学生话语和不同表征水平之间的翻译中的作用。对课程材料的分析将有助于研究材料的性质与学生推理之间的关系，特别是关于表征的使用。这将有助于确定互文性和课堂学习环境的不同方面之间的联系。这个NSF EAPSI奖支持美国研究生的研究，并与台湾科技部合作资助。