From Access to Sustainability: Investigating Ways to Foster Sustainable Use of Computational Modeling in K-12 Science Classrooms

从可及性到可持续性：研究在 K-12 科学课堂中促进计算模型可持续使用的方法

• 批准号: 2010413
• 负责人: Paulo Blikstein
• 金额: $ 199.92万
• 依托单位: Teachers College, Columbia 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: 2020-07-15 至 2024-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2010413&HistoricalAwards=false
• 关键词: Access; Sustainability; Investigating; Ways; Foster

Modeling is a core scientific activity in which a difficult-to-observe phenomenon is represented, e.g., visually or in a computer program. Research has shown that sustained experience with modeling contributes to sophisticated understanding, learning, and engagement of scientific practices. Computational modeling is a promising way to integrate computation and science learning. Yet computational modeling is not widely adopted in science classrooms over sustained periods of time because of difficulties such as the time required for students to become adept modelers, the need to better integrate computational modeling with other scientific practices, and the need for teachers to experience agency in using these modeling tools. This Design and Development project investigates how to support sustained engagement in computational modeling in middle school classrooms in two ways: 1) Design and develop an accessible modeling toolkit and accompanying thematically linked curricular units; and, 2) Examine how this toolkit and curriculum enable students to become sophisticated modelers and integrate modeling with other scientific practices such as physical experimentation and argumentation. The project will contribute to the conversation around how to support students and teachers to incorporate computational modeling together with valued scientific practices into their classrooms for sustained periods. For three years, the project will work with six sixth and seventh grade teachers and approximately 400 students.Through iterative cycles of design-based research, the project will design a computational modeling tool and six curricular units for sixth and seventh-grade students. The team will work closely with two teacher co-designers to design and develop each of the six curricular units. The goal is to investigate: 1) How students become sophisticated modelers as they shift from using phenomenon-level primitives to unpacking and modifying these primitives for extended investigations; 2) How classroom norms around computational modeling develop over time. Specifically, how do student models become objects for classroom reflection and how students integrate modeling into other practices such as explanation and argumentation; 3) How data from physical experiments support students in constructing and refining models; and, 4) How sustained engagement supports students’ conceptual learning and learning to model using computing tools. The team will collect and analyze video and written data, as well as log files and pre/posttests, to examine how communities of students and teachers adopt computational modeling as an integral practice in science learning. For video and text analysis, the team will use qualitative coding to detect patterns before, during, and after the activities. For the examination of logfiles from the software, the project will use learning analytics techniques such as the classification and clustering of students’ sequences of actions. Finally, the team will also conduct pre/post-tests on both content and meta-modeling skills, analyzing the results with standard statistical tests.This project is supported by NSF's Discovery Research PreK-12 (DRK-12) program, in the Directorate for Education & Human Resources. 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.

建模是一项核心的科学活动，其中表示了难以观察的现象，例如，视觉上或在计算机程序中。研究表明，持续的建模经验有助于对科学实践的深入理解、学习和参与。计算建模是整合计算和科学学习的一种很有前途的方法。然而，计算建模并没有被广泛采用，在科学课堂上持续一段时间，因为困难，如学生成为熟练的建模者所需的时间，需要更好地整合计算建模与其他科学实践，以及需要教师的经验机构在使用这些建模工具。这个设计和开发项目研究如何支持持续参与计算建模在中学课堂两种方式：1）设计和开发一个可访问的建模工具包和伴随的主题链接的课程单元;和，2）检查这个工具包和课程如何使学生成为复杂的建模和集成建模与其他科学实践，如物理实验和论证。该项目将有助于围绕如何支持学生和教师将计算建模与有价值的科学实践结合到他们的教室持续一段时间的对话。在三年的时间里，该项目将与六名六年级和七年级的教师以及大约400名学生合作。通过基于设计的研究的迭代周期，该项目将为六年级和七年级的学生设计一个计算建模工具和六个课程单元。该团队将与两位教师合作设计师密切合作，设计和开发六个课程单元中的每一个。目标是调查：1）学生如何成为复杂的建模者，因为他们从使用现象级原语转换到解包和修改这些原语以进行扩展研究; 2）围绕计算建模的课堂规范如何随着时间的推移而发展。具体而言，学生模型如何成为课堂反思的对象，以及学生如何将建模融入其他实践，如解释和论证; 3）物理实验数据如何支持学生构建和完善模型;以及，4）持续参与如何支持学生的概念学习和学习使用计算工具建模。该团队将收集和分析视频和书面数据，以及日志文件和前/后测试，以研究学生和教师社区如何采用计算建模作为科学学习的整体实践。对于视频和文本分析，该团队将使用定性编码来检测活动之前，期间和之后的模式。为了检查软件中的日志文件，该项目将使用学习分析技术，例如对学生的动作序列进行分类和聚类。最后，该团队还将对内容和元建模技能进行前/后测试，并使用标准统计测试分析结果。该项目由美国国家科学基金会教育人力资源局的发现研究PreK-12（DRK-12）计划提供支持。DRK-12旨在通过研究和开发创新资源，模型和工具，显着提高preK-12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。

项目成果

Ontological Alignment: Investigating the Role of the Teacher in Supporting Computational Modeling in Science Classrooms

本体论对齐：调查教师在支持科学课堂计算建模中的作用

• 发表时间: 2023
• 期刊: Proceedings of the 2023 Annual Meeting of the International Society for the Learning Sciences
• 作者: Wagh, A.;Fuhrmann, T.;Rosenbaum, L.;Eloy, A.;Blikstein, P.;Wilkerson, M.
• 通讯作者: Wilkerson, M.

How Can Computational Modeling Help Students Shift Their Ideas Towards Scientifically Accurate Explanations?

计算模型如何帮助学生将他们的想法转向科学准确的解释？

• 发表时间: 2023
• 期刊: Proceedings of the 2023 Annual Meeting of the International Society for the Learning Sciences
• 作者: Fuhrmann, T.;Wagh, A.;Rosenbaum, L.;Eloy, A.;Wilkerson, M.;Blikstein, P.
• 通讯作者: Blikstein, P.

Right but Wrong: The Independence of Mechanistic Reasoning and Canonical Understanding in Studying Diffusion

对但错：扩散研究中机械推理和规范理解的独立性

• 发表时间: 2023
• 期刊: Annual International Conference of the National Association for Research in Science Teaching (NARST
• 作者: Fuhrmann, T.;Rosenbaum, L.;Eloy, A;Wagh, A.;Wolf, A.;Blikstein, P.;Wilkerson, M.
• 通讯作者: Wilkerson, M.

What dimensions do students notice through computational modeling and data analysis?: An investigation using MoDa

学生通过计算建模和数据分析注意到哪些维度？：使用 MoDa 进行的调查

• 发表时间: 2023
• 期刊: Annual International Conference of the National Association for Research in Science Teaching (NARST
• 作者: Wagh, A.;Eloy, A.;Fuhrmann, T.;Rosenbaum, L.;Blikstein, P.;Wilkerson, M.
• 通讯作者: Wilkerson, M.