Engaging Students in Scientific Practices: Evaluating Evidence and Explanation in Secondary Earth and Space Science

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。这个项目将为高中生开发、实施、测试和修订教学方法和材料，重点放在科学证据和与地球和空间教育有关的现象的替代解释之间的联系。在学习如何评估科学有效的证据和解释方面，学生将研究与极端天气事件有关的自然现象的替代解释、淡水资源的可获得性以及相关主题。学生将学习构建图表，展示自然现象的解释模型和证据线之间的联系，然后评估对事件的各种不同解释的合理性。预计参与这些活动将帮助学生熟练地进行基于模型的推理、批判性思维、规划和分析科学有效的调查、构建可信的解释、参与协作辩论和批判性地评估科学信息。这个为期四年的设计和开发项目将考察模型-证据链接(MEL)图的使用，这些图旨在帮助学生从认知上构建心理支架，帮助他们参与到与一些人认为有争议的科学主题有关的批判性评估、真实性评估和知识构建的实践中。以前的研究已经证明了使用MEL图的潜在教育结果，但这个项目将通过检查一种学生构建自己的MEL图(Build-a-MEL，或baMEL)的方法来扩展先前的工作。该项目将考察预先构建的MEL和BaMEL在促进学生参与科学推理和实践方面的有效性。该项目将采用基于设计的研究方法来寻求三个研究问题的答案：(1)在多个高中课堂环境中测试的baMEL活动是否促进了对有争议的地球和空间科学主题的批判性评估、合理性重新评估和科学准确的知识构建？(2)这些额外的baMEL在促进批判性评估、合理性重新评估和知识构建方面与预先构建的MEL有何不同？以及(3)重复使用预先构建的MEL和BaMEL在多大程度上会导致学生参与科学实践(即提出批判性问题、使用基于模型的推理、规划和分析科学上有效的调查、构建可信的解释、参与协作辩论和批判性地评估科学信息)？该项目将吸引高中生在佐治亚州、新泽西州和费城的选定学校学习地球和太空课程。与该项目相关的教师专业发展机会将包括暑期研习、课堂支持和辅导会议。

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. This project will develop, implement, test, and revise instructional approaches and materials for high school students that focus on the links between scientific evidence and alternative explanations of phenomena relating to Earth and space education. Students will examine alternative explanations for natural phenomena associated with extreme weather events, freshwater resource availability, and related topics in learning how to evaluate scientifically valid lines of evidence and explanation. Students will learn to construct diagrams showing the links between explanatory models of natural phenomena and lines of evidence, and then evaluate the plausibility of various alternative explanations for events. It is expected that engagement in these activities will help students gain proficiency in model-based reasoning, critical thinking, planning and analyzing scientifically valid investigations, constructing plausible explanations, engaging in collaborative argumentation, and critically evaluating scientific information. This 4-year Design and Development project will examine use of Model-Evidence Link (MEL) diagrams that are intended to help students cognitively construct mental scaffolds that assist their engagement in the practices of critical evaluation, plausibility appraisal, and knowledge construction related to science topics that are considered by some as controversial. Prior research has demonstrated the potential educational outcomes of using MEL diagrams, but this project will extend the previous work by examining an approach where students construct their own MEL diagrams (build-a-MELs, or baMELs). The project will examine the use of both pre-constructed MELs and baMELs for effectiveness in promoting student engagement in scientific reasoning and practices. The project will employ design-based research methodologies in pursuing answers to three research questions: (1) Do baMEL activities tested in multiple high school classroom settings promote critical evaluation, plausibility reappraisal, and  scientifically accurate knowledge construction about controversial Earth and space science topics? (2) How do these additional baMELs differ from pre-constructed MELs in promoting critical evaluation, plausibility reappraisal, and knowledge construction? And (3) To what extent does repeated use of both pre-constructed MELs and baMELs result in student engagement of scientific practices (i.e., asking critical questions, using model-based reasoning, planning and analyzing scientifically valid investigations, constructing plausible explanations, engaging in collaborative argumentation, and critically evaluating scientific information)? The project will engage high school students taking Earth and space classes in selected schools of Georgia, New Jersey, and within Philadelphia. Teacher professional development opportunities associated with the project will include summer institutes, classroom supports, and mentoring sessions.