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Design Research on the Teaching and learning of Conceptual Understanding in High School Chemistry Though the Use of Dynamic Visualizations of Physical and Chemical Changes

利用理化变化动态可视化进行高中化学概念理解教学的设计研究

基本信息

批准号：
1908121
负责人：
Ellen Yezierski
金额：
$ 190.18万
依托单位：
Miami University
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2019
资助国家：
美国
起止时间：
2019-09-01 至 2024-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1908121&HistoricalAwards=false
关键词：
Design Research Teaching learning Conceptual

项目摘要

This is a late-stage Design and Development proposal in the Teaching Strand which addresses the teaching and learning of Chemistry at the secondary level, Grades 10-12. There is a critical need to transform chemistry teaching and learning from an emphasis on description of phenomena to deep understanding consistent with the Next Generation Science Standards (NGSS). The project will establish a sustained community of practice of teachers skilled in the VisChem Approach and a group of new teaching and research scholars with expertise in building conceptual understanding through the effective use of visualization. The project will help students move from describing phenomena to explaining their causes from a molecular-level perspectives (e.g., carbon dioxide in climate change, DNA changes in genetically modified organisms). With a focus on traditionally underserved groups including English Language Learners, the project will impact up to 80,000 high school chemistry students from a broad range of socioeconomic, geographic, and racial backgrounds. This project will develop teachers' knowledge and skills to help their students build accurate molecular-level mental models to explain phenomena as opposed to the overemphasis on description with abstract symbolism and language. Three chemistry teacher cohorts (N = 64) will participate in intensive institutes to learn the research foundation and pedagogical moves for the VisChem approach. The approach uses carefully produced dynamic visualizations with teaching strategies informed by a cognitive learning model. Key to VisChem is communication of internal visualizations using storyboards (drawings with explanation) of chemical and physical changes. The project will use an iterative research design examining teacher and student learning in the institutes and how they implement the learning in classrooms. Data collected will include teachers' storyboards, classroom videos, and pre/post student assessments. An advisory board will provide iterative feedback to incrementally improve the institutes during the project. 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. 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 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.

这是一个后期阶段的设计和发展的建议，在教学链，其中涉及化学的教学和学习在中学一级，10-12年级。有一个迫切需要改变化学教学和学习从强调现象的描述，以深入理解与下一代科学标准（NGSS）一致。该项目将建立一个持续的实践社区，由擅长VisChem方法的教师和一批新的教学和研究学者组成，他们具有通过有效使用可视化建立概念理解的专门知识。该项目将帮助学生从描述现象转移到从分子水平的角度解释其原因（例如，气候变化中的二氧化碳，转基因生物中的DNA变化）。该项目的重点是传统上服务不足的群体，包括英语学习者，该项目将影响来自广泛的社会经济，地理和种族背景的80，000名高中化学学生。这个项目将发展教师的知识和技能，帮助学生建立准确的分子水平的心理模型来解释现象，而不是过分强调抽象的符号和语言的描述。三个化学教师队列（N = 64）将参加密集的研究所学习的研究基础和教学方法的VisChem。该方法使用精心制作的动态可视化与认知学习模型告知的教学策略。VisChem的关键是使用化学和物理变化的故事板（带有解释的图纸）进行内部可视化的交流。该项目将采用迭代研究设计，检查教师和学生在研究所的学习，以及他们如何在课堂上实施学习。收集的数据将包括教师的故事板，课堂视频，和前/后学生评估。咨询委员会将提供迭代反馈，以在项目期间逐步改进研究所。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，显着提高学前班学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12项目中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。