CAREER: Supporting Elementary Science Teaching and Learning by Integrating Uncertainty into Classroom Science Investigations

职业：通过将不确定性融入课堂科学调查来支持基础科学教学

• 批准号: 1749324
• 负责人: Eve Manz
• 金额: $ 98.46万
• 依托单位: Trustees of Boston University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-06-01 至 2025-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1749324&HistoricalAwards=false
• 关键词: CAREER; Supporting; Elementary; Science; Teaching

This is a Faculty Early Career Development Program project responsive to a National Science Foundation-wide activity that offers the most prestigious awards in support of early-career faculty who have the potential to serve as academic role models in research and education. It was submitted to the Discovery Research K-12 program, which seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics by preK-12 students and teachers through research and development of innovative resources, models, and tools. The goal of this study will be to improve elementary science teaching and learning by developing, testing, and refining a framework and set of tools for strategically incorporating forms of uncertainty central to scientists' sense-making into students' empirical learning. The framework will rest on the notion that productive uncertainty should be carefully built into students' empirical learning experiences in order to support their engagement in scientific practices and understanding of disciplinary ideas. To re-conceptualize the role of empirical investigations, the study will focus on the transitions between the experiences and processes students seek to understand, classroom investigations, evidence, and explanatory models as opportunities for sense-making, and how uncertainty can be built into these transitions. The project's underlying assumption is that carefully implementing these forms of uncertainty will help curriculum developers and teachers avoid the oversimplified investigations that are prevalent in K-8 classrooms that stand in stark contrast to authentic science learning and the recommendations of the Framework for K-12 Science Education (National Research Council, 2012). Accordingly, the project will seek to develop curriculum design guidelines, teacher tools, professional development supports, and four elaborated investigations, including sets of lessons, videos, and assessments that embed productive uncertainty for second and fifth graders and designed for use with linguistically, culturally, and socio-economically diverse students. The hypothesis of this work is that if specific forms of scientific uncertainty are carefully selected, and if teachers can implement these forms of uncertainty, elementary students will have more robust opportunities to develop disciplinary practices and ideas in ways consistent with the Next Generation Science Standards (NGSS) (Lead States, 2013). Employing Design-Based Research, the three research questions will be: (1) What opportunities for sense-making do elementary school empirical investigations afford where we might strategically build uncertainty?; (2) How can we design learning environments where uncertainty in empirical investigations supports opportunities for learning?; and (3) In classrooms with sustained opportunities to engage with uncertainty in empirical investigations, what progress do students make in content understandings and the practices of argumentation, explanation, and investigation? The work will consist of three design cycles: Design Cycle 1 will involve two small groups of six teachers in adapting their curricula to incorporate uncertainty, then describe how students engage around uncertainty in empirical investigations. Design Cycle 2 will involve the same small groups in implementing and refining task structures, tools, and teacher instructional strategies. In Design Cycle 3, teachers and researchers will further refine lesson materials, assessments, and supports. The project will partner with one school district and engage in design research with groups of teachers to develop: (1) a research-based description, with exemplars of opportunities for student sense-making within empirical investigations at both early and upper elementary grades; (2) a set of design principles and tools that allow teachers to elicit and capitalize on sense-making about uncertainty in investigations; and (3) four elementary investigations elaborated to incorporate and exemplify the first two products above. These materials will be disseminated through a website, and established networks for supporting implementation of the NGSS. An advisory board will oversee project progress and conduct both formative and summative evaluation.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

这是一个教师早期职业发展计划项目，响应国家科学基金会范围内的活动，提供最负盛名的奖项，以支持有潜力在研究和教育中担任学术榜样的早期职业教师。它被提交给发现研究K-12计划，该计划旨在通过研究和开发创新资源，模型和工具，显着提高K-12学生和教师对科学，技术，工程和数学的学习和教学。本研究的目标是通过开发、测试和完善一个框架和一套工具来改善小学科学的教学和学习，这些框架和工具用于战略性地将科学家的感觉形成的不确定性形式纳入学生的经验学习。该框架将依赖于这样的概念，即生产性的不确定性应该仔细地构建到学生的经验性学习经验，以支持他们参与科学实践和学科思想的理解。为了重新概念化实证调查的作用，本研究将侧重于学生寻求理解的经验和过程之间的过渡，课堂调查，证据和解释模型作为意义创造的机会，以及如何将不确定性构建到这些过渡中。该项目的基本假设是，认真实施这些形式的不确定性将有助于课程开发者和教师避免过度简化的调查，这种调查在K-8教室中普遍存在，与真实的科学学习和K-12科学教育框架的建议形成鲜明对比（国家研究理事会，2012）。因此，该项目将寻求制定课程设计指南，教师工具，专业发展支持，和四个详细的调查，包括一套课程，视频和评估，嵌入生产的不确定性为二年级和五年级学生和设计用于语言，文化和社会经济多样化的学生。这项工作的假设是，如果科学的不确定性的具体形式是精心挑选的，如果教师可以实施这些形式的不确定性，小学生将有更多的机会发展学科实践和思想的方式符合下一代科学标准（NGSS）（领先国家，2013年）。运用设计为基础的研究，三个研究问题将是：（1）在我们可能战略性地建立不确定性的地方，小学实证研究提供了什么意义建构的机会？(2)我们如何设计学习环境，使经验研究的不确定性支持学习机会？（3）在持续有机会参与实证研究中的不确定性的课堂中，学生在内容理解和论证、解释和调查实践方面取得了哪些进展？这项工作将包括三个设计周期：设计周期1将涉及两个小组的六名教师在调整他们的课程，以纳入不确定性，然后描述学生如何参与周围的实证调查不确定性。设计周期2将涉及相同的小组实施和完善任务结构，工具和教师教学策略。在设计周期3中，教师和研究人员将进一步完善课程材料，评估和支持。该项目将与一个学区合作，与教师团体一起进行设计研究，以开发：（1）基于研究的描述，在小学早期和高年级的实证调查中提供学生意义建构的机会范例;（2）一套设计原则和工具，使教师能够引发并利用调查中的不确定性的意义建构;（3）四个基本的调查，详细说明，以纳入和推广上述前两个产品。这些材料将通过一个网站和为支持执行国家地理空间系统而建立的网络传播。一个顾问委员会将监督项目进展，并进行形成性和总结性评估。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估。

项目成果

Interlocking models in classroom science

课堂科学中的连锁模型

• DOI: 10.1002/sce.21806
• 发表时间: 2023
• 期刊: Science Education
• 影响因子: 4.3
• 作者: Manz, Eve;Georgen, Chris
• 通讯作者: Georgen, Chris

Getting a grip: A framework for designing and adapting elementary science investigations

掌握：设计和调整基础科学研究的框架

• 发表时间: 2019
• 期刊: Science and children
• 作者: Manz, Eve

Rethinking the classroom science investigation

• DOI: 10.1002/tea.21625
• 发表时间: 2020-02-28
• 期刊: JOURNAL OF RESEARCH IN SCIENCE TEACHING
• 影响因子: 4.6
• 作者: Manz, Eve;Lehrer, Richard;Schauble, Leona
• 通讯作者: Schauble, Leona

Beyond assessing knowledge about models and modeling: Moving toward expansive, meaningful, and equitable modeling practice

除了评估有关模型和建模的知识之外：走向广泛、有意义和公平的建模实践

• DOI: 10.1002/tea.21770
• 发表时间: 2022
• 期刊: Journal of Research in Science Teaching
• 影响因子: 4.6
• 作者: Schwarz, Christina V.;Ke, Li;Salgado, Michelle;Manz, Eve
• 通讯作者: Manz, Eve

Quantification in Empirical Activity: Tracing Children’s Interests and Ideas

实证活动的量化：追踪儿童的兴趣和想法

• DOI: 10.1007/s11191-021-00301-3
• 发表时间: 2021
• 期刊: Science and Education
• 影响因子: 2.8
• 作者: Manz, Eve;Beckert, Betsy
• 通讯作者: Beckert, Betsy