Cognitive Mechanisms of Guided Instruction in the Early Elementary Years

本研究的目的是比较直接教学和引导式提问两种教学方式对小学生科学教学的效果。引导式提问——当教师提出问题，让学习者参与预测、解释和反思时——已被证明可以在简短的实验室环境中支持知识构建和动机。然而，学者们对引导性提问式教学方式的学习结果与传统教育环境中的直接教学方式的学习结果如何存在分歧，并且不清楚所涉及的学习过程如何在更长的时间内展开，以及在不同社区的儿童中展开。本项目通过对小学生进行纵向研究来解决我们在理解上的这些差距，以调查关于基本物理概念：物质的性质的直接和指导性查询指令的短期和长期影响。样本包括来自不同背景的家庭和社区的儿童，这使得可以观察到不同的教学风格对具有不同先前经历的儿童的影响。该项目为决策过程提供了信息，以确定哪种教学方式最适合不同社区的小学早期儿童进行科学教学，并正在开发一种价格低廉、易于扩大规模、随时可部署的课程，可在学校或家庭中实施。该课程将比典型课程更早地解决幼儿对物质的已知误解。不同的教学风格可能对认知和动机机制产生不同的影响。为了阐明从直接和指导性指导中学习的机制，该项目涉及对儿童关于物质及其相互作用的知识的纵向评估，以及他们在接受培训前后对科学的动机和态度。300名来自不同背景社区的小学早期儿童将被随机分配到三个条件下：(i)直接指导；（ii）有指导的询问；（iii）基线条件。在3.5年的时间里，将对所有三种情况下的儿童进行五次不同的数据收集。除了通过儿童对物质及其相互作用的a)事实性、b)因果解释性和c)概念性知识来评估认知机制外，该项目还通过测量儿童的d)好奇心、e)对科学相关任务的毅力以及f)对自我和学习的态度来评估动机机制。在第一波数据收集之后，处于直接指导和引导查询条件下的儿童将接受六个不同教学模块的补充培训。处于基线状态的儿童将不接受任何培训（在他们典型的学校课程之外）。直接查询指令和引导查询指令条件之间的区别在于如何将培训内容传递给儿童。在直接指令条件下，内容将通过提供事实和解释直接传递，而在引导查询条件下，内容将通过引导孩子进行问题，让他们进行思想实验，产生预测，产生解释来传递。本研究的结果将阐明直接和引导式提问教学对知识建构过程和儿童自我态度和学习态度的影响机制。本项目由美国国家科学基金会EDU核心研究（ECR）项目支持。ECR项目强调在该领域产生基础知识的基础STEM教育研究。投资在至关重要、广泛和持久的关键领域：STEM学习和STEM学习环境，扩大STEM参与，以及STEM劳动力发展。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。

The purpose of this study is to compare the results of two teaching styles: direct instruction and guided query, for early elementary students in science. Guided queries -- when teachers ask questions that engage the learner in prediction, explanation, and reflection -- have been shown to support knowledge building and motivation in brief lab settings. However, there is disagreement among scholars about how the learning outcomes of guided query teaching styles compare to those of direct instruction in more traditional education settings, and it is unknown how the learning processes involved unfold over longer times, and among children embedded in different communities. This project addresses these gaps in our understanding by conducting a longitudinal study with early elementary school students to investigate the short- and long-term effects of direct and guided query instruction about a foundational physical concept: properties of matter. The sample includes children embedded in families and communities with diverse backgrounds, which allows observations on the effects of the different teaching styles on children with different prior experiences. This project informs the decision-making process about which teaching styles are best suited for teaching science to early elementary school children across different communities and also is developing an inexpensive, easy-to-scale-up, and ready-to-deploy curriculum that could be implemented in schools or families. The curriculum will address young children's known misconceptions about matter earlier than typical curricula. Cognitive and motivational mechanisms may be differently impacted by diverse teaching styles. To shed light on the mechanisms underlying learning from direct and guided instruction, this project involves longitudinal assessment of children's knowledge about matter and its interactions, as well as of their motivation and attitudes toward science before and after receiving training. A sample of 300 early elementary school children, drawn from communities with diverse backgrounds, will be randomly assigned to three conditions: (i) Direct Instruction, (ii) Guided Query; and (iii) Baseline condition. Children in all three conditions will be assessed in five different data collection waves over a period of 3.5 years. In addition to assessing cognitive mechanisms through children's a) factual, b) causal-explanatory, and c) conceptual knowledge about matter and its interactions, the project also assesses motivational mechanisms through measures of children’s d) curiosity, e) perseverance on science related tasks, and f) attitudes toward self and learning. After Wave 1 of data collection, children in the Direct Instruction and Guided Query conditions will receive supplemental training that is delivered across six different teaching modules. Children in the Baseline condition will not receive any training (outside their typical school curricula). The difference between the Direct and Guided Query Instruction conditions is in terms of how the training content is delivered to children. In the Direct Instruction condition, the content will be delivered directly via providing facts and explanations, whereas in the Guided Query condition it will be delivered after guiding children with questions, asking them to execute thought experiments, generate predictions, and produce explanations. The results of this study will illuminate the mechanisms by which direct and guided query instruction shape the process of knowledge construction and children's attitudes toward self and learning.This project is supported by NSF's EDU Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development.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.