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Processes of students development of scientific practices

学生发展科学实践的过程

基本信息

批准号：
317314720
负责人：
Professorin Dr. Claudia von Aufschnaiter
金额：
--
依托单位：
Institut für Didaktik der Physik
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2016
资助国家：
德国
起止时间：
2015-12-31 至 2019-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/317314720?language=en
关键词：
Processes students development scientific practices

项目摘要

During the last 15 years, the learning of science and the learning about science have been considered relevant for achieving scientific literacy. National and international science education standards describe these learning goals and research has paid growing attention towards the process-based science competencies associated with the learning about science. Currently, research mainly assesses students process-based competencies and how these differ for students of different age. Only a limited number of studies investigates how process-based competencies are developed, how their development can be promoted during learning, and how the development may or may not differ between students with specific individual profiles. Main aim of the project is, therefore, to investigate the development of students scientific practices with respect to asking questions and formulating hypotheses, planning experiments, and analyze data. The focus on scientific practices as an integral part of process-based competencies was chosen as these are highly relevant for German science education and can be related to national and international research in particular on the control of variables strategy. Furthermore, students have to conduct experiments during learning (scientific inquiry as teaching method) so that researchers can identify how students understand and make use of scientific practices (as teaching goal) and how this understanding develops during learning. The project utilizes data gathered already from a quasi-experimental study with N = 160 students of upper secondary. The study contrasts two approaches one of which explicitly targets scientific practices as learning goal by emphasizing the concepts relevant for the practices whereas the other approach is constructed with a focus on these concepts but these have to be discovered by students themselves. Both approaches have shown to promote the development of scientific practices but the explicit approach has a significantly higher effect. N = 95 students in small groups were documented on video while working on either approach which lasted each 225 minutes and was distributed over three weeks. The video data will be analyzed with a category-based approach and, where it applies, a sequential analysis of transcripts in order to identify how the students develop scientific practices and how this development does (not) differ in the two approaches. Furthermore, results can be related to the assessment of students inquiry knowledge (pre- and post), their knowledge in mechanics, their cognitive abilities, and their interest in physics and their self-concept.

在过去的15年里，科学的学习和对科学的学习被认为与实现科学素养有关。国家和国际科学教育标准描述了这些学习目标，研究越来越关注与科学学习相关的基于过程的科学能力。目前，研究主要是评估学生的过程能力，以及不同年龄学生的过程能力有何不同。只有有限数量的研究调查了基于过程的能力是如何发展的，他们的发展如何在学习中得到促进，以及具有特定个人概况的学生之间的发展如何可能或可能没有差异。因此，该项目的主要目的是调查学生在提出问题和提出假设、计划实验和分析数据方面的科学实践的发展。选择将科学实践作为基于过程的能力的一个组成部分作为重点，是因为这些与德国科学教育高度相关，并且可以与国家和国际研究有关，特别是与变量控制战略有关。此外，学生必须在学习过程中进行实验（以科学探究为教学方法），以便研究人员能够确定学生如何理解和利用科学实践（作为教学目标）以及这种理解在学习过程中如何发展。该项目利用的数据已经从一项准实验研究中收集到，其中有160名高中学生。该研究对比了两种方法，其中一种方法通过强调与实践相关的概念，明确地将科学实践作为学习目标，而另一种方法则侧重于这些概念，但这些概念必须由学生自己发现。两种方法都促进了科学实践的发展，但显性方法的效果要高得多。研究人员将95名学生分成小组，在使用两种方法的过程中进行录像记录，每组225分钟，分三周进行。视频数据将采用基于分类的方法进行分析，并在适用的情况下，对成绩单进行顺序分析，以确定学生如何发展科学实践以及这种发展在两种方法中有何不同。此外，结果可能与学生探究知识（前和后）的评估有关，他们的力学知识，他们的认知能力，他们对物理的兴趣和他们的自我概念。