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Supporting Students' Critical Evaluation of Evidence in Socioscientific Issues Contexts

支持学生对社会科学问题背景下的证据进行批判性评估

基本信息

批准号：
2216214
负责人：
Jenny Dauer
金额：
$ 30万
依托单位：
University of Nebraska-Lincoln
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2022
资助国家：
美国
起止时间：
2022-06-01 至 2025-05-31
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2216214&HistoricalAwards=false
关键词：
Supporting Students Critical Evaluation Evidence

项目摘要

This project aims to serve the national interest by improving students' ability to understand, evaluate, and address complex social problems and issues. A fundamental goal of STEM education is science literacy, or empowering people to make informed decisions about challenging real-world issues. Science literacy necessitates that individuals and groups understand and use scientific evidence in the process of problem-solving and decision-making about complex issues. This community-level science literacy can be supported in classrooms, and requires building skills such as collaboratively discussing ideas, making sense of scientific evidence to reach a conclusion, and reaching a consensus on solutions to complex environmental, medical, and technological social problems. The goal of this project is to produce instructional tools that effectively engage students in collaborative evaluation of scientific evidence to address and consider solutions to socioscientific issues (SSIs). This project plans to develop and refine these instructional tools in the context of an undergraduate science literacy course in which students work collaboratively to evaluate scientific evidence to address SSIs. The research team will work with students to create strategies that support effective evaluation of evidence in SSIs. These strategies will then be implemented in the science literacy course and in a chemistry course to assess the their effectiveness in different course contexts. Ideally, these instructional tools will be refined for wide distribution and use across STEM courses. Ultimately, this work has potential to lead to a greater understanding of how undergraduate students collectively reason through evidence when considering possible solutions to complex SSIs. The project will lean on theories of social constructivism and situated cognition, and educational psychology and science education literature on classroom discourse and argumentation, to perform foundational, design-based research using qualitative and quantitative data. The project plans to describe challenges students face in critical evaluation of evidence during community deliberation and to assess teaching tools that support proficiency of this practice. This project will address two research questions: (1) What are effective strategies for community deliberation (e.g., discourse patterns and critical questions), when evaluating evidence to solve an SSI problem? (2) Do instructional activities based on co-created strategies for improved community deliberation (e.g., critical questions) impact students’ ability as individuals and groups to apply scientific evidence in an SSI decision-making context? The research team will track the evidence-evaluation progress of several teams of students in the science literacy course and perform clinical group interviews that will simultaneously allow researchers to describe proficiencies in group discourse and develop strategies for improved group deliberation in subsequent course assignments (e.g., critical questions that improve group sense-making). These strategies, co-created by students and researchers during the interviews, will be evaluated for their impact within the interdisciplinary science literacy course during design-based research. The project will also translate and evaluate the strategies in a disciplinary chemistry course context. The proposed work is intended to provide a fundamental understanding of how undergraduate students reason during evidence evaluation in the context of decision-making about complex SSIs. This work will be foundational for future research on models for student learning and teaching about evidence evaluation, particularly in large post-secondary classrooms, and will support long-term goals to understand the role of science education in supporting science literacy practices. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.

该项目旨在通过提高学生理解、评估和解决复杂社会问题的能力，为国家利益服务。STEM教育的一个基本目标是科学素养，或使人们能够在具有挑战性的现实问题上做出明智的决定。科学素养要求个人和群体在解决和决策复杂问题的过程中理解和使用科学证据。这种社区层面的科学素养可以在课堂上得到支持，并且需要培养诸如协作讨论想法、理解科学证据以得出结论以及就复杂的环境、医疗和技术社会问题的解决方案达成共识等技能。该项目的目标是制作教学工具，有效地吸引学生参与科学证据的协作评估，以解决和考虑社会科学问题（ssi）的解决方案。本项目计划在本科科学素养课程的背景下开发和完善这些教学工具，在该课程中，学生合作评估科学证据以解决ssi问题。研究小组将与学生一起制定支持有效评估ssi证据的策略。然后将这些策略在科学素养课程和化学课程中实施，以评估其在不同课程背景下的有效性。理想情况下，这些教学工具将被改进，以便在STEM课程中广泛分发和使用。最终，这项工作有可能使我们更好地理解本科生在考虑复杂ssi的可能解决方案时是如何通过证据进行集体推理的。本项目将以社会建构主义和情境认知理论、教育心理学和科学教育文献中有关课堂话语和论证的理论为基础，运用定性和定量数据进行基础的、基于设计的研究。该项目计划描述学生在社区审议过程中对证据进行批判性评估时面临的挑战，并评估支持这一实践熟练程度的教学工具。该项目将解决两个研究问题：(1)在评估证据以解决SSI问题时，社区审议（例如，话语模式和关键问题）的有效策略是什么？(2)基于共同创造策略的教学活动是否会影响学生作为个人和团体在SSI决策环境中应用科学证据的能力？研究小组将跟踪科学素养课程中几个学生小组的证据评估进展，并进行临床小组访谈，这将同时允许研究人员描述小组话语的熟练程度，并制定策略，以便在随后的课程作业中改进小组审议（例如，提高小组意义的关键问题）。这些策略是由学生和研究人员在访谈中共同创造的，将在基于设计的研究的跨学科科学素养课程中评估它们的影响。该项目还将在学科化学课程背景下翻译和评估这些策略。提出的工作旨在提供一个基本的理解本科生如何在复杂的ssi决策背景下的证据评估推理。这项工作将为未来关于证据评估的学生学习和教学模式的研究奠定基础，特别是在大型中学后教室中，并将支持理解科学教育在支持科学素养实践中的作用的长期目标。NSF IUSE: EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。通过参与学生学习轨道，该计划支持有前途的实践和工具的创建，探索和实施。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。