Making Sense of Models: Investigating Mechanistic Reasoning as a Bridge for Connecting 6th Grade Mathematics and Science Learning

该项目解决了以下问题的实践：中学科学教师发现，他们必须重新教数学概念，准备他们的学生使用和分析计算机模型的科学现象在他们的科学课，这需要一些显着的时间远离指令。他们中的一些人发现，学生不知道为什么数学是有用的，以及如何在科学背景下应用它。建模也已成为数学共同核心国家标准和下一代科学标准的一个日益强调的组成部分。这个项目将解决这些问题，专注于机械推理在一个基于代理的建模环境适合六年级的数学和科学类。机械论推理涉及创建实体和理解产生最终状态或状态变化的相互作用，并解释事物如何以及为什么工作或产生现象。该项目的研究部分将填补计算思维（CT）整合文献的空白，通过调查如何编程解决数学问题，同时加强数学概念，并为学生的科学建模做好准备。此外，该项目将：支持代表性不足的群体参与数学，计算机科学和科学建模;有助于打破中学内孤立的学科;通过共同设计跨越数学和科学课堂的多学科课程，加强研究和教育的基础设施;并开发一个课程，为学生未来在STEM和CT的努力做好准备。该项目将开发和实施一个多学科的CT利用计算机建模活动，形成一个桥梁，连接正常的学校一天的数学和科学学习的程序。三个地区的六年级学生和他们的老师将学习在数学课上使用CT和机械推理，然后在科学课上运用这些技能来解码和修改科学模型。本研究的主要目的为：（1）进行以设计为基础的研究周期，以开发一套适合六年级学生的数学和科学计算机技术课程;（2）开发、测试和完善一个为期一年的教师专业发展计划，以支持教师学习和实施综合课程;（3）采用混合方法研究统整课程对学生学习的影响、教师和学生对数学和计算机技术的认知，以及计算机技术中机械推理的作用。该项目将采用教师和项目小组之间的设计协作，为讲习班、教师专业发展和教师促进模式的开发提供支持。一个准实验研究和案例研究将被用来测试假设，即机械推理是一种必要的技能，使学生能够在创建计算工件时将抽象和自动化联系起来，并在解码计算模型时进行分析。该项目由STEM +计算计划资助，该奖项旨在研究计算思维和计算在学科STEM教学中的应用整合，以及在幼儿教育到高中的学习。该奖项反映了NSF的法定使命，并已被认为是值得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的支持。

This project addresses the following problem of practice: Middle school science teachers find that they have to reteach mathematics concepts to prepare their students to use and analyze computer models of scientific phenomena in their science classes, which takes some significant time away from instruction. Some of them find that students do not know why mathematics is useful and how it can be applied in science contexts. Modeling has also become an increasingly emphasized component of both the Common Core State Standards in Mathematics and the Next Generation Science Standards. This project will address these concerns by focusing on mechanistic reasoning in an agent-based modeling environment appropriate for 6th grade mathematics and science classes. Mechanistic reasoning involves creating entities and understanding interactions that produce an end state or change of state and explain how and why something works or generates a phenomenon. The research component of the project will fill a gap in computational thinking (CT) integration literature by investigating how programing solutions to mathematical problems can simultaneously reinforce mathematical concepts and prepare students for scientific modeling. Furthermore, the project will: support the participation of underrepresented groups in mathematics, computer science, and scientific modeling; contribute to breaking down of siloed disciplines within middle school; enhance infrastructure for research and education through the co-design of multidisciplinary curriculum spanning math and science classrooms; and develop a curriculum that prepares students for future endeavors in STEM and CT.The project will develop and implement a multidisciplinary CT program that uses computer modeling activities to form a bridge that connects regular school day mathematics and science learning. Sixth grade students and their teachers in three districts will learn to use CT and mechanistic reasoning in mathematics classes and then apply those skills in decoding and modifying scientific models in science classes. The research objectives of the project are as follows: (1) Conduct design-based research cycles to develop a math and science CT curriculum for 6th grade students; (2) Develop, test and refine a year-long teacher professional development program that supports teacher learning and implementation of the integrated curriculum; and (3) Conduct a mixed-methods study on the impact of the integrated curriculum on student learning, teacher and student perception of math and CT, and the role of mechanistic reasoning in CT. The project will employ a design collaborative between teachers and the project team, which will provide support for the workshops, teacher professional development, and the development of a teacher facilitation model. A quasi-experimental study and case studies will be used to test the hypothesis that mechanistic reasoning is a necessary skill that enables students to link abstraction and automation when they create computational artifacts and engage in analysis when they decode computational models.The project is funded by the STEM + Computing Program, which seeks to study the applied integration of computational thinking and computing within disciplinary STEM teaching and learning in early childhood education through high school.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.