Designing Learning Environments for Teaching Scientific Argumentation and Mathematical Reasoning with Geographic Data

地理信息系统（GIS）为教师和学生提供了利用大量数据进行科学探究的机会，包括自然科学和社会科学领域的地理参考观测研究。这些调查的复杂性可以为国家和州标准中确定的科学和数学关键领域的深度学习提供机会。然而，这些探究项目也会让学生感到困惑，让老师不知所措。先前对数据可视化探究环境的形成性设计研究表明，学生对探究中间工件的操作和注释可以促进学生对领域概念、数据解释和探究过程的反思，并为教师提供评估、参与和进一步理解这些理解的机会。这个项目是一个为期三年的研究，系统地调查了具有迭代设计的GIS查询项目将增加学生对数据工件、领域概念和查询过程的反思，并帮助学生将数据与周围的世界联系起来的说法。迭代性是一种指导策略，用于构建对早期阶段的数据分析生成的工件的操作、注释和重新考虑的调查的后期阶段。这种建立在早期工件上的方法也可以增加教师评估学生理解的机会。本课题利用GIS环境下的四个查询项目对假设进行了检验。对同一项目的迭代和非迭代版本的四种学习结果进行了比较：(1)对数据进行小组调查活动的反思性参与，(2)对数据进行科学论证，(3)对调查领域的概念理解，以及(4)对数据进行多种表示的数学推理。预测是，迭代的影响将是最大的反思参与和科学论证，但它也将影响科学概念和数学推理。四个GIS项目（两个自然科学项目和两个社会科学项目）以芝加哥公立学校的研究人员和教师开发的现有课程为基础，并以反思性调查和数据科学论证研究为基础。具体的自然科学和社会科学探究项目在地理和研究主题的即时性方面也有所不同（例如，当地学校花园与全球构造过程）。对所有参与的学生进行总结性评估，并对每个教室的目标小组学生进行总结性和过程性评估。学生的学习情况将在学年的四个探究项目中被记录下来，以便在不同的设计条件下进行比较。

Geographic Information Systems (GIS) provide opportunities for teachers and students to conduct scientific inquiry with large amounts of data, including geographically referenced observational research in fields spanning the natural and social sciences. The complexity of these investigations can provide opportunities for deep learning in critical areas of science and mathematics identified in national and state standards. However, these inquiry projects can also confuse students and overwhelm teachers. Prior formative design research with data-visualization inquiry environments suggests that students' manipulation and annotation of the intermediate artifacts of inquiry can promote student reflection on domain concepts, data interpretations, and inquiry processes, as well as provide opportunities for teachers to assess, engage, and further these understandings. This project is a three-year study that systematically investigates the claim that GIS inquiry projects that have iterative designs will increase student reflection on data artifacts, domain concepts, and inquiry processes, and help students relate data to the world around them. Iterativity is the instructional strategy of building later phases of an investigation on manipulation, annotation, and reconsideration of artifacts generated from data analysis in earlier phases. This building on earlier artifacts may also increase opportunities for teacher assessment of student understandings. The project tests the hypotheses with four inquiry projects using a GIS environment. Four learning outcomes are compared for iterative and non-iterative versions of the same projects: (1) reflective engagement in small-group inquiry activity with data, (2) scientific argumentation with data, (3) conceptual understandings in the inquiry domain, and (4) mathematical reasoning with multiple representations of data. The prediction is that the effect of iterativity will be greatest for reflective engagement and scientific argumentation, but that it will also impact science concepts and mathematical reasoning. The four GIS projects (two in natural science and two in social science) build on existing curricula developed by researchers and teachers in Chicago public schools, and are grounded in research on reflective inquiry and scientific argumentation with data. The specific natural and social science inquiry projects also differ in terms of the immediacy of the geographies and topics studied (e.g., local school garden versus global tectonic processes). A summative assessment for all participating students, and a summative and process assessment for targeted small groups of students in each classroom will be conducted. Student learning will be documented within and across the four inquiry projects over the course of the academic year, enabling comparisons across design conditions.