NSF-BSF: Learning the concept of Dynamic Equilibrium across disciplines with SystEms Augmented Mechanistic Representations

用系统增广力学表象学习跨学科动态平衡的概念科学中系统的一个吸引人的方面是动态平衡(DE)。De指的是不断发生变化，但又相互抵消的情况。例如，我们的身体在周围温度或热或冷的情况下保持恒定的温度，或者在捕食者和猎物死亡和繁殖时维持周期性的种群水平。理解这样的动力系统如何保持稳定，是理解世界秩序和模式的基础。因此，理科学生理解这一概念，帮助他们提高科学能力是至关重要的。尽管DE的概念很重要，但许多人很难理解。稳定和变化之间的对比令人困惑，因此人们倾向于认为这个系统是静态的。PI的工作表明，通过引入可视化模型和模拟，学生们对科学有了更深入的理解，学习科学的积极性也更高。然而，将这一现象与元素相互作用的方式联系起来仍然是一个问题。该项目通过进行一系列研究和软件设计迭代来解决这个问题。该项目开发了一系列可能的基于计算机的表示法，这些表示法可以支持对DE更连贯的理解。对这些候选陈述进行测试，并选出获胜者。获胜者成为添加到模型和仿真中的新工具。这些增强的模拟然后被用来创建科学单元。该团队与科学教师合作，建立关于DE现象的学习单元。跨文化比较将探索获奖代表在美国和以色列学校学习的不同之处。该建议有两个主要目标：(1)构建一个在理论上和认知上可行的学习DE的框架，以平衡机制和因果关系与健壮性和一般性；(2)开发一种将系统特征覆盖在机械过程上的扩充表示，研究人员将其称为SEAM(系统增强力学)表示。创建远程教育框架涉及四个研究：(1)与远程教育相关的科学教育标准的分析；(2)关于学生关于远程教育观念的研究文献的分析；(3)调查科学家关于远程教育的显性和隐性交流；(4)对学生关于远程教育的直觉的研究。发展SEAM代表包括3项研究：(5)设计三位有经验的科学教师的候选人；(6)用三个代表进行学习研究，最终对学生在美国和以色列的学习进行跨文化比较；(7)经过深思熟虑地选择最终的SEAM代表。这个奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

Learning the concept of Dynamic Equilibrium across disciplines with SystEms Augmented Mechanistic Representations A fascinating aspect of systems in science is dynamic equilibrium (DE). DE describes situations, in which changes continually happen, but they balance each other out. Examples include our body maintaining a constant temperature while the surroundings can be hot or cold, or an ecosystem maintaining cyclical population levels even as predators and prey die and reproduce. Understanding how such dynamical systems remain stable is fundamental to understanding order and pattern in the world. Thus, it is crucial that students of science come to understand this concept, helping them develop science proficiency. Despite the importance of the concept of DE, it is hard for many people to understand. The contrast between stability and change is confusing so people tend to think of the system as static. The PI’s work has shown that by introducing visual models and simulations, students get a deeper understanding and are more engaged when learning science. Yet, there still remains a problem with connecting the phenomenon to the way the elements interact. The project addresses this problem by conducting a series of studies and software design iterations. The project develops a range of possible computer-based representations, which can support a more coherent understanding of DE. These candidate representations are tested, and a winner chosen. The winner becomes a new tool added to the models and simulations. These augmented simulations are then be used to create science units. The team works with science teachers to build learning units on DE phenomena. A cross-cultural comparison will explore how the winning representation is differently learned in US and Israeli schools. The proposal has two main objectives: (1) construct a theoretically and cognitively viable framework for learning DE that balances mechanism and causality with robustness and generality, and (2) develop an augmented representation that overlays systemic features upon mechanistic processes, what the investigators call SEAM (SystEms Augmented Mechanistic) representations. Creating the DE framework involves four studies: (1) analysis of science education standards related to DE; (2) analysis of the research literature on students’ ideas regarding DE; (3) investigating scientists’ explicit and implicit communication regarding DE; (4) research into students’ intuitions regarding DE. Developing the SEAM representation involves 3 studies: (5) design of three candidates with experienced science teachers; (6) learning research with the three representations, culminating in a cross-cultural comparison of students’ learning in the US and in Israel; (7) deliberative selection of the final SEAM representation.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.