Engaging Students in Scientific Practices: Evaluating Evidence and Explanation in Secondary Earth and Space Science

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（RMT），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，这些研究和开发工作为拟议项目提供了理论和经验依据。该项目将为高中学生制定、实施、测试和修订教学方法和材料，重点是科学证据与地球和空间教育相关现象的替代解释之间的联系。 学生将研究与极端天气事件，淡水资源可用性相关的自然现象的替代解释，以及学习如何评估科学有效的证据和解释的相关主题。 学生将学习构建图表，显示自然现象的解释模型和证据线之间的联系，然后评估事件的各种替代解释的可行性。 预计参与这些活动将帮助学生熟练掌握基于模型的推理，批判性思维，规划和分析科学有效的调查，构建合理的解释，参与协作论证，并批判性地评估科学信息。 这个为期4年的设计与开发项目将研究模型-证据链接（MEL）图表的使用，这些图表旨在帮助学生在认知上构建心理支架，帮助他们参与批判性评估，可验证性评估和与科学主题相关的知识构建的实践，这些主题被一些人认为是有争议的。 以前的研究已经证明了使用MEL图的潜在教育成果，但本项目将通过检查学生构建自己的MEL图（构建MEL或baMEL）的方法来扩展以前的工作。该项目将研究使用预先构建的MELs和baMELs来促进学生参与科学推理和实践的有效性。该项目将采用基于设计的研究方法，以寻求三个研究问题的答案：（1）在多个高中课堂环境中测试的baMEL活动是否促进了对有争议的地球和空间科学主题的批判性评价，可解释性重新评估和科学准确的知识构建？(2)这些额外的baMEL与预先构建的MEL在促进批判性评估、可接受性重新评估和知识构建方面有何不同？以及（3）在多大程度上重复使用预先构建的MEL和baMEL会导致学生参与科学实践（即，提出关键问题，使用基于模型的推理，规划和分析科学有效的调查，构建合理的解释，参与合作论证，批判性地评估科学信息）？ 该项目将吸引在格鲁吉亚、新泽西和费城选定学校参加地球和空间课程的高中生。 与该项目相关的教师专业发展机会将包括暑期学院，课堂支持和辅导课程。

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 (RMTs). 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 project will develop, implement, test, and revise instructional approaches and materials for high school students that focus on the links between scientific evidence and alternative explanations of phenomena relating to Earth and space education. Students will examine alternative explanations for natural phenomena associated with extreme weather events, freshwater resource availability, and related topics in learning how to evaluate scientifically valid lines of evidence and explanation. Students will learn to construct diagrams showing the links between explanatory models of natural phenomena and lines of evidence, and then evaluate the plausibility of various alternative explanations for events. It is expected that engagement in these activities will help students gain proficiency in model-based reasoning, critical thinking, planning and analyzing scientifically valid investigations, constructing plausible explanations, engaging in collaborative argumentation, and critically evaluating scientific information. This 4-year Design and Development project will examine use of Model-Evidence Link (MEL) diagrams that are intended to help students cognitively construct mental scaffolds that assist their engagement in the practices of critical evaluation, plausibility appraisal, and knowledge construction related to science topics that are considered by some as controversial. Prior research has demonstrated the potential educational outcomes of using MEL diagrams, but this project will extend the previous work by examining an approach where students construct their own MEL diagrams (build-a-MELs, or baMELs). The project will examine the use of both pre-constructed MELs and baMELs for effectiveness in promoting student engagement in scientific reasoning and practices. The project will employ design-based research methodologies in pursuing answers to three research questions: (1) Do baMEL activities tested in multiple high school classroom settings promote critical evaluation, plausibility reappraisal, and  scientifically accurate knowledge construction about controversial Earth and space science topics? (2) How do these additional baMELs differ from pre-constructed MELs in promoting critical evaluation, plausibility reappraisal, and knowledge construction? And (3) To what extent does repeated use of both pre-constructed MELs and baMELs result in student engagement of scientific practices (i.e., asking critical questions, using model-based reasoning, planning and analyzing scientifically valid investigations, constructing plausible explanations, engaging in collaborative argumentation, and critically evaluating scientific information)? The project will engage high school students taking Earth and space classes in selected schools of Georgia, New Jersey, and within Philadelphia. Teacher professional development opportunities associated with the project will include summer institutes, classroom supports, and mentoring sessions.