Achievements and Challenges of Modeling-based Instruction (ACMI) in Science Education: from 1980 to 2009

格鲁吉亚大学将开展一项为期两年的综合项目，旨在全面审查K-12科学教育中基于建模的教学（MBI）的研究和实践。该项目将综合现有文献的MBI在K-12科学教育在过去的三十年。它将严格编码和检查文献，概念化MBI方法的理论框架的景观，确定基于建模的学习环境的有效设计功能，重点是技术增强的，并通过元分析确定与成功的学生学习相关的最有效的MBI实践。该项目将建立一个系统的分析框架，以概念化MBI，建议基于技术的建模环境的最佳设计策略，评估与改善学生学习相关的MBI教师专业发展策略，并提出适当的评估策略，以评估和告知MBI。除了对MBI的理论和设计进行全面分析外，元分析还将研究学生学习的四个组成部分：理论，设计，实施和评估。基于合格的定量研究，四个组成部分的检查将作出评估不同的实证研究如何建立其有效性，检查关键组件之间的相关性，并绘制相关因素对学生学习的影响。

The University of Georgia will carry out a two-year Synthesis Project that aims to provide a comprehensive review of the research and practices for modeling-based instruction (MBI) in K-12 science education. The project will synthesize existing literature on MBI in K-12 science education over the last three decades. It will rigorously code and examine the literature to conceptualize the landscape of the theoretical frameworks of MBI approaches, identify the effective design features of modeling-based learning environments with an emphasis on technology-enhanced ones, and identify the most effective MBI practices that are associated with successful student learning through a meta-analysis. The project will build a systematic and analytic framework to conceptualize MBI, recommend best design strategies of technology-based modeling environments, evaluate MBI teacher professional development strategies associated with improved student learning, and propose appropriate assessment strategies created to evaluate and inform MBI. In addition to the comprehensive analysis of the theory and design of MBI, a meta-analysis will study the four components of student learning: theory, design, implementation, and assessment. Based on qualified quantitative studies, an examination of the four components will be made to evaluate how different empirical studies have established their effectiveness, examine the correlations among key components, and chart the impact of associated factors on student learning.