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Collaborative Research: Developing a Modeling Orientation to Science: Teaching and Learning Variability and Change in Ecosystems

合作研究：发展科学建模方向：教学和学习的变异性和生态系统的变化

基本信息

批准号：
2010207
负责人：
Richard Lehrer
金额：
$ 46.04万
依托单位：
Vanderbilt University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2020
资助国家：
美国
起止时间：
2020-09-01 至 2023-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2010207&HistoricalAwards=false
关键词：
Collaborative Research Developing Modeling Orientation

项目摘要

There is an ongoing need to find ways to make science relevant for school students and an increasing need to support student interpretation of large data sets. This project addresses these needs by leveraging citizen science data about ecology and developing instruction to support student analyses of these data. This collaboration between Gulf of Maine Research Institute, Bowdoin College and Vanderbilt University engages middle-school students in building and revising models of variability and change in ecosystems and studies the learning and instruction in these classroom contexts. Students construct and critique models that they and peers invent and – through the lens of models –develop foundational knowledge about the roles of variability and change in ecosystem functioning, as well as the roles of models and argumentation in scientific practice. The context for students’ work is a set of citizen science-based investigations of changes in ecosystems in Maine conducted in twelve collaborating classrooms. The project studies how and to what extent students’ use of different forms of modeling emerges from and informs how they investigate ecosystems. A parallel research effort investigates how and to what extent the development of teachers’ comfort and proficiency with modeling changes students’ engagement in these forms of modeling and students’ understandings of ecosystems. A key contribution of the project is capitalizing on the Gulf of Maine Research Institutes’s Ecosystem Investigation Network's citizen science field research to ground for middle school students the need to invent, revise, and contest models about real ecosystems. The understandings that result from the project’s research provide evidence toward first, scaling the learning experiences to the network of 500+ teachers who are part of the Ecosystem Investigation Network, and, second, replication by programs nationally that aim to engage students in data-rich, field-based ecological investigations.The investigation takes place in twelve collaborating middle-school classrooms, drawn from the network of 500+ Maine teachers trained in Maine's Ecosystem Investigation Network. Over the course of their field investigations, students engage in the construction, critique, and revision of three forms of modeling that play central roles in ecology: microcosms, system dynamics, and data modeling. Two innovations are introduced over the course of the project. The first is focused on enriching classroom supports for engaging in multiple forms of modeling. The second involves enhancing middle school teachers’ learning about modeling, especially in the context of large data citizen science investigations. The study uses a mixed methods approach to explore the impact of the innovations on the experiences and understandings of both teachers and students. Instruments include teacher interviews and questionnaires, student interviews, and classroom observation. The understandings that result from the project’s research will inform the design of professional development for teachers around data analysis and interpretation, and around how student understanding of modeling develops with sustained support, both of which are practices at the heart of scientific literacy. The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics by preK-12 students and teachers, through the research and development of new innovations and approaches. 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 the projects. This project is jointly funded by DRK-12 and the Established Program to Stimulate Competitive Research (EPSCoR).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.

有一个不断的需要找到方法，使科学相关的学校学生和一个越来越需要支持学生解释的大型数据集。该项目通过利用关于生态学的公民科学数据和开发指导来支持学生对这些数据的分析来满足这些需求。缅因州湾研究所、鲍登学院和范德比尔特大学之间的这种合作使中学生参与建立和修改生态系统变异和变化的模型，并研究这些课堂环境中的学习和教学。学生构建和批判他们和同龄人发明的模型，并通过模型的透镜-发展关于生态系统功能的变化和变化的作用的基础知识，以及模型和论证在科学实践中的作用。学生工作的背景是一套公民科学为基础的生态系统变化的调查在缅因州在12个合作教室进行。该项目研究了学生如何以及在多大程度上使用不同形式的建模，并告知他们如何调查生态系统。一个平行的研究工作调查如何以及在何种程度上教师的舒适度和建模能力的发展改变学生的参与这些形式的建模和学生的生态系统的理解。该项目的一个关键贡献是利用缅因州湾研究所生态系统调查网络的公民科学实地研究，为中学生发明、修改和竞赛有关真实的生态系统的模型奠定基础。从该项目的研究结果的理解提供了证据，第一，扩大学习经验的网络500多名教师谁是生态系统调查网络的一部分，第二，复制的计划，旨在让学生参与数据丰富，实地生态调查。调查发生在12个合作的中学教室，来自缅因州生态系统调查网络培训的500多名缅因州教师。在他们的实地调查的过程中，学生们参与建设，批判和修改在生态学中发挥核心作用的三种形式的建模：微观世界，系统动力学和数据建模。在该项目的过程中引入了两项创新。第一个重点是丰富课堂支持，以参与多种形式的建模。第二个涉及加强中学教师对建模的学习，特别是在大数据公民科学调查的背景下。本研究采用混合方法探讨了创新对教师和学生的经验和理解的影响。研究工具包括教师访谈和问卷调查、学生访谈和课堂观察。该项目研究得出的理解将为教师围绕数据分析和解释的专业发展设计提供信息，以及围绕学生如何在持续支持下发展对建模的理解，这两者都是科学素养核心的实践。Discovery Research preK-12计划（DRK-12）旨在通过研究和开发新的创新和方法，显着提高PreK-12学生和教师对科学、技术、工程和数学的学习和教学。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工作的基础上，为项目提供理论和经验依据。该项目由DRK-12和激励竞争研究的既定计划（EPSCoR）共同资助。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。