InquirySpace 2: Broadening Access to Integrated Science Practices

InquirySpace 2：扩大综合科学实践的机会

• 批准号: 1621301
• 负责人: Chad Dorsey
• 金额: $ 448.9万
• 依托单位: Concord Consortium
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-09-15 至 2022-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1621301&HistoricalAwards=false
• 关键词: InquirySpace; Broadening; Access; Integrated; Science

This project will create technology-enhanced classroom activities and resources that increase student learning of science practices in high school biology, chemistry, and physics courses. The project addresses the urgent national priority to improve science education as envisioned in the Next Generation Science Standards (NGSS) by focusing less on learning facts and equations and instead providing students with the time, skills, and resources to experience the conduct of science and what it means to be a scientist. This project builds on prior work that created a sequence of physics activities that significantly improved students' abilities to undertake data-based experiments and led to productive independent investigations. The goal of the InquirySpace project is to improve this physics sequence, extend the approach to biology and chemistry, and adapt the materials to the needs of diverse students by integrating tailored formative feedback in real time. The result will be student and teacher materials that any school can use to allow students to experience the excitement and essence of scientific investigations as an integral part of science instruction. The project plans to create and iteratively revise learning materials and technologies, and will be tested in 48 diverse classroom settings. The educational impact of the project's approach will be compared with that of business-as-usual approaches used by teachers to investigate to what extent it empowers students to undertake self-directed experiments. To facilitate the widest possible use of the project, a complete set of materials, software, teacher professional development resources, and curriculum design documents will be available online at the project website, an online teacher professional development course, and teacher community sites. 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.InquirySpace will incorporate several innovative technological and pedagogical features that will enable students to undertake scientific experimentation that closely mirrors current science research. These features will include (1) educational games to teach data analysis and interpretation skills needed in the approach, (2) reduced dependence on reading and writing through the use of screencast instructions and reports, (3) increased reliance on graphical analysis that can make equations unnecessary, and (4) extensive use of formative feedback generated from student logs. The project uses an overarching framework called Parameter Space Reasoning (PSR) to scaffold students through a type of experimentation applicable to a very large class of experiments. PSR involves an integrated set of science practices related to a question that can be answered with a series of data collection runs for different values of independent variables. Data can be collected from sensors attached to the computer, analysis of videos, scientific databases, or computational models. A variety of visual analytic tools will be provided to reveal patterns in the graphs. Research will be conducted in three phases: design and development of technology-enhanced learning materials through design-based research, estimation of educational impact using a quasi-experimental design, and feasibility testing across diverse classroom settings. The project will use two analytical algorithms to diagnose students' learning of data analysis and interpretation practices so that teachers and students can modify their actions based on formative feedback in real time. These algorithms use computationally optimized calculations to model the growth of student thinking and investigation patterns and provide actionable information to teachers and students almost instantly. Because formative feedback can improve instruction in any field, this is a major development that has wide potential.

该项目将创建技术增强的课堂活动和资源，以增加学生在高中生物、化学和物理课程中的科学实践学习。该项目致力于解决下一代科学标准(NGSS)中设想的改善科学教育的紧迫国家优先事项，减少对学习事实和公式的关注，而是为学生提供时间、技能和资源来体验科学行为以及作为一名科学家意味着什么。这个项目建立在以前工作的基础上，这些工作创建了一系列物理活动，大大提高了学生进行基于数据的实验的能力，并导致了富有成效的独立调查。InquirySpace项目的目标是改善这一物理序列，将方法扩展到生物和化学，并通过实时整合定制的形成性反馈来使材料适应不同学生的需求。结果将是学生和教师的材料，任何学校都可以用来让学生体验科学研究的兴奋和本质，作为科学教学不可或缺的一部分。该项目计划创建和反复修订学习材料和技术，并将在48个不同的课堂环境中进行测试。该项目方法的教育影响将与教师使用的一切照旧的方法进行比较，以调查它在多大程度上赋予学生进行自我指导的实验的能力。为了最大限度地促进项目的广泛应用，将在项目网站、在线教师专业发展课程和教师社区网站上提供一整套材料、软件、教师专业发展资源和课程设计文件。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工作的基础上，为拟议的项目提供了理论和经验上的证明。InquirySpace将结合几个创新的技术和教学特征，使学生能够进行与当前科学研究密切相关的科学实验。这些功能将包括(1)教育游戏，教授该方法所需的数据分析和解释技能；(2)通过使用屏幕播放说明和报告减少对阅读和写作的依赖；(3)增加对图形分析的依赖，从而使公式变得不必要；以及(4)广泛使用从学生日志生成的形成性反馈。该项目使用一个名为参数空间推理(PSR)的总体框架，通过一种适用于非常大的实验班级的实验来支撑学生。PSR涉及与一个问题相关的一套完整的科学实践，这些问题可以通过对自变量的不同值进行一系列数据收集来回答。数据可以从连接到计算机的传感器、视频分析、科学数据库或计算模型收集。将提供各种可视化分析工具来揭示图表中的模式。研究将分三个阶段进行：通过以设计为基础的研究设计和开发技术增强的学习材料，使用准实验设计评估教育影响，以及在不同的课堂环境中进行可行性测试。该项目将使用两种分析算法来诊断学生学习数据分析和解释实践的情况，以便教师和学生可以根据形成性反馈实时修改他们的行动。这些算法使用计算优化的计算来模拟学生思维和调查模式的成长，并几乎立即向教师和学生提供可操作的信息。因为形成性反馈可以改善任何领域的教学，这是一个具有广泛潜力的重大发展。

项目成果

Accessible physics for all: Providing equity of access for high school physics with extended experimentation and data analysis

所有人都能接触到物理：通过扩展实验和数据分析为高中物理提供公平的访问机会

• 发表时间: 2020
• 期刊: Science teacher
• 作者: Haavind, S.;Murtha, M.
• 通讯作者: Murtha, M.

Applying Deweyan Perspective of Inquiry to Teaching Experimentation Using Simulation

将杜威扬探究视角应用于模拟实验教学

• 发表时间: 2022
• 期刊: Computersupported collaborative learning
• 作者: Gweon, Gey-Hong;Lee, Hee-Sun
• 通讯作者: Lee, Hee-Sun