Sensing Science through Modeling: Developing Kindergarten Students' Understanding of Matter and Its Changes

尽管最近的研究表明幼儿有能力深入参与科学概念和实践，但在早期年级往往缺乏具有挑战性的科学课程。这个项目通过开发一种由技术支持的物理科学课程来解决这一差距，该课程将促进幼儿园学生对物质以及物质如何变化的概念的理解。为了实现这些目标，课程将包括让学生参与基于模型的探究的机会，并结合使用数字探测器和模拟，使学生能够观察动态可视化并理解现象。为支持幼稚园教师的能力，将推行持续的教师发展模式。在整个开发过程中，该项目团队将与幼儿园教师和300多名人口统计不同的学生合作，覆盖马萨诸塞州和印第安纳州的八个教室。以设计为基础的研究方法将被用来反复设计和修改学习活动、技术工具和评估，以满足幼儿园学生和教师的需求和能力。计划小组将：1)与幼稚园教师合作，修改现有的二年级课程单元，以供学生使用；2)设计一个结合科技的平行课程单元；3)评估两个单元的可行性和成熟效果；以及4)反复修改和试验一个综合单元，并评估幼稚园学生对事物及其变化的概念理解。这项调查的结果将有助于提供关于儿童物理科学模型的演变结构和内容的重要数据，并展示儿童对物质及其变化的理解。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)，显著提高K-12学龄前学生和教师在科学、技术、工程和数学(STEM)方面的学习和教学。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努力的基础上，这些研究和开发工作为拟议的项目提供了理论和经验证明。

Despite recent research demonstrating the capacity of young children to engage deeply with science concepts and practices, challenging science curriculum is often lacking in the early grades. This project addresses this gap by developing a technology-supported, physical science curriculum that will facilitate kindergarten students' conceptual understanding of matter and how matter changes. To accomplish these goals, the curriculum will include opportunities for students to participate in model-based inquiry in conjunction with the use of digital probeware and simulations that enable students to observe dynamic visualizations and make sense of the phenomena. To support the capacity of kindergarten teachers, a continuous model of teacher development will be implemented. Throughout development, the project team will collaborate with kindergarten teachers and more than 300 demographically diverse students across eight classrooms in Massachusetts and Indiana. A design based research approach will be used to iteratively design and revise learning activities, technological tools, and assessments that meet the needs and abilities of kindergarten students and teachers. The project team will: 1) work with kindergarten teachers to modify an existing Grade 2 curricular unit for use with their students; 2) design a parallel curricular unit incorporating technology; 3) evaluate both units for feasibility and maturation effects; and 4) iteratively revise and pilot an integrated unit and assess kindergarten student conceptual understanding of matter and its changes. The results of this investigation will contribute important data on the evolving structure and content of children's physical science models as well as demonstrate children's understanding of matter and its changes. 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.