Modeling Hydrologic Systems in Elementary Science (MoHSES)

基本科学中的水文系统建模（MoHSES）项目涉及研究和开发，以调查三年级学生对水文系统的基于模型的推理，以及教师如何帮助学生参与建模实践。 该研究建立在现有的建模框架，以指导长期概念建模任务的开发和集成到全选项科学系统（FOSS）水模块。研究的参与者包括从不同环境中招募的十名三年级小学教师。该团队利用广泛的课堂观察系统，深入采访学生和教师，学生文物调查以下研究问题：（1）三年级的学生如何构建，使用，评估和修改地下水系统的概念模型，以推断地球水循环的组成部分？(2)三年级学生是否能够构建更科学准确的地下水循环模型？(3)三年级教师使用什么教学策略来支持学生对地下水系统的基于模型的推理？这项研究可以帮助早期学习者建立基于模型的推理复杂的全球环境和科学现象的基础。关于小学生基于模型的水循环推理的调查，在文献中基本上是缺席的。从这个项目中收集的数据可以帮助通知科学课程材料的开发和小学教师的准备工作，旨在促进改革为导向的，以模型为中心的小学科学学习环境。这项研究还通知的学习进展，占小学生的学习地球科学的核心组成部分的发展。

The Modeling Hydrologic Systems in Elementary Science (MoHSES) project involves research and development to investigate 3rd-grade students' model-based reasoning about hydrologic systems and how teachers scaffold students' engagement in modeling practices. The research builds upon existing modeling frameworks to guide the development and integration of a long-term conceptual modeling task into the Full Option Science System (FOSS) Water module. The participants in the study include ten 3rd-grade elementary teachers recruited from diverse settings. The team utilizes an extensive classroom observation system, in-depth interviews with students and teachers, and student artifacts to investigate the following research questions: (1) How do 3rd-grade students construct, use, evaluate, and revise conceptual models of groundwater systems to reason about geospheric components of the water cycle? (2) Are 3rd-grade students able to construct more scientifically-accurate models of groundwater cycling over time? (3) What instructional strategies do 3rd-grade teachers use to support students' model-based reasoning about groundwater systems?This research can help build a foundation in model-based reasoning about complex global environmental and scientific phenomena in early learners. Investigations of elementary students' model-based reasoning about the water cycle, are largely absent from the literature. The data collected from this project can help inform science curriculum materials development and elementary teacher preparation efforts designed to foster reform-oriented, model-centered elementary science learning environments. This research also informs the development of learning progressions that account for elementary students' learning within a core component of the Earth Sciences.