SGER: Supporting Grade 5-8 Students in Writing Scientific Explanations

尽管对循证解释的关注在科学教育研究文献中很普遍，但很少有具体的例子说明这种探究实践在课堂上成功实施时是什么样子的。合作PIS开发了中学综合科学课程，通过科学和技术调查和质疑我们的世界(IQWST)，强调科学的解释和论证贯穿始终。在与教师一起测试IQWST的研讨会和伴随着这一发展的研究的基础上，将编写并测试一本将当前科学教育研究与课堂实践联系起来的书。这本书提供了学生解释和辩论的具体书面和视频例子，以及附带的职业发展促进材料。这些例子包括各种不同的背景，就学生的内容和多样性而言。支持教师在自己的教学中采用各种教学策略。声明、证据、推理和反驳的框架对教师和学生都是明确的。这些材料采用了理论思想，并说明了它们在实际课堂实践中的样子，以教育在职和职前教师、教师教育工作者和专业发展提供者。此外，本研究还对25名教师进行了研究，以确定这些材料对教师的信念和围绕科学解释的课堂实践的影响。

Although the focus on evidence-based explanations is prevalent in the science education research literature, few concrete examples exist of what this inquiry practice looks like when successfully implemented in the classroom. The co-PIs have developed the middle school comprehensive science curriculum, Investigating and Questioning our World through Science and Technology (IQWST), which emphasizes scientific explanation and argument through out. Based on the workshops with the teachers testing IQWST and the research accompanying that development, a book linking current science education research to classroom practice is to be written and tested. The book provides concrete written and video examples of student explanations and arguments, along with accompanying professional development facilitator materials. The examples include a variety of different contexts in terms of content and diversity of students. Teachers are supported in incorporating various instructional strategies in their own teaching. The framework of claim, evidence, reasoning and rebuttal is made explicit for both teachers and students. These materials take the theoretical ideas and illustrate what they look like in actual classroom practice to educate inservice and preservice teachers, teacher educators and professional development providers. In addition, research is done with twenty-five teachers to determine the impact of the materials on teachers' beliefs and classroom practice around scientific explanation.