Geological Construction of Rock Arrangements from Tectonics: Systems Modeling Across Scales

板块构造论是地质学的基本理论，它是包括陆地和岩石形成在内的几乎所有地质过程的基础。然而，所涉及的地质过程和巨大的时间框架经常被误解。这项研究将创建两个课程单元，使用为中学学生设计的复杂模拟。模拟将把构造系统和岩石成因系统的研究结合起来。模拟的数据将成为学生的证据来源。例如，构造岩石探索者将使用一个复杂的建模引擎，该引擎使用地球动力学数据中涉及的物理学来表示压缩和拉伸力，并计算岩石形成环境中的压力和温度。这个项目试图克服地球科学课堂上采用的更典型的方法，在这些方法中，地质过程被视为离散的和高度可预测的，而不是相互交织的和动态的。此外，这项研究将包括在地球科学课堂上对残疾学生的研究，并探索似乎对帮助理解这些系统特别有用的实践。通过模拟工作，研究人员打算让学生参与到更真实的地质学家工作方式的科学实践中来。研究人员将研究这些模拟和基于计算机的工具是否以及如何允许学生观察和操纵可能无法访问的过程。这项工作是在康科德联盟先前对地球系统模拟所做的工作的基础上进行的。一年级和二年级的设计和发展进程将创建两个单元。第一个模块侧重于构造运动和岩石形成之间的关系。第二个项目将研究地质年代学和岩层定年。研究人员将与3名教师（和班级）合作，然后与15名教师（和班级）合作，使用自动化数据日志、课堂观察和一年级和二年级学生分组学习的视频。教师的专业发展之后将是编写教育材料。研究人员还将开发评估工具框架，其中包括对地质术语的理解和嵌入式评估。研究人员将使用混合方法来分析学生数据，包括分析学生在目标概念上的测试前和测试后分数的分析周期，学生在模拟中嵌入任务的表现报告，以及视频编码来分析伙伴之间的话语和教师提供的支持。教师的数据将通过访谈、调查和期刊进行分析，特别关注他们如何看到有残疾的学生对材料和模拟的反应。研究小组打算通过其网络和网页向数以千计的学生广泛提供材料，并在学术和从业人员会议和出版物中进行外联和传播。该奖项反映了美国国家科学基金会的法定使命，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。

Plate tectonics is the fundamental theory of geology that underlies almost all geological processes, including land and rock formation. However, the geologic processes and immense timeframes involved are often misunderstood. This study will create two curriculum units that use sophisticated simulations designed for students in secondary schools. The simulations will integrate the study of the tectonic system and the rock genesis system. Data from the simulations would be students’ sources of evidence. For instance, the Tectonic Rock Explorer would use a sophisticated modeling engine that uses the physics involved in geodynamic data to represent compressional and tensional forces and calculate pressure and temperature in rock forming environments. This project seeks to overcome the more typical approaches taken in earth science classrooms where such geologic processes are treated as discrete and highly predictable, rather than intertwined and dynamic. In addition, this study would include work on students with disabilities in earth science classrooms and explore the practices that seem to be particularly useful in helping understand these systems. By working with simulations, the researchers intend to engage students in scientific practices that are more authentic to the ways that geologists work. The researchers will study if and how these simulations and the computer-based tools allow students to observe and manipulate processes that would be may otherwise be inaccessible. This work follows on from prior work done by the Concord Consortium on simulations of earth systems. The design and development progression in Years 1 and 2 would create two units. The first module focuses on the relationship between tectonic movement and rock formation. The second would investigate geochronology and dating of rock formations. The researchers would work with 3 teachers (and classes), and then 15 teachers (and classes) using automated data logs, class observations, and video of students working in groups in Years 1 and 2. Professional development for teachers would be followed by the creation of educative materials. Researchers will also develop the framework for an assessment tool that includes understanding of geologic terms and embedded assessments. The researchers will used a mixed methods approach to analyze student data, including analyses cycles of analysis of students pre- and post-test scores on targeted concepts, reports of student performances on tasks embedded in the simulations, and the coding of videos to analyze discourse between partners and the supports provided by teachers. Teacher data will be analyzed using interviews, surveys and journals, with some special focus on how they are seeing students with identified disabilities respond to the materials and simulations. The research team intends to make materials widely available to thousands of students through their networks and webpages, and pursue outreach and dissemination in scholarly and practitioner conferences and publications.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.