EAPSI: Investigating Cultural and Instructor Influences on Student Argumentation and Conceptual Understanding in Chemistry Classrooms

该奖项旨在了解文化规范和教师对课程材料的实施如何影响学生的论证和对化学的概念理解。分析学生和教师使用的交流的性质非常重要。该小组将调查学生产生科学论点的能力以及他们讨论化学概念的概念水平(宏观、亚微观和符号)。教师在鼓励学生对话和帮助学生在不同概念层次之间建立联系方面的作用也将被探讨。进一步的论证分析将被用来描述课堂规范。对课堂互动的分析将提供关于课堂对话的性质、文化规范的影响、学生产生的论点的性质和质量以及学生？对化学的概念性理解。这项研究将由国立台湾师范大学与国际知名的教师、学生与科技互动分析专家吴信佳博士合作进行。学生在课堂上的对话记录将利用图尔敏的论证模式进行分析，以检验学生进行科学论证的能力。然后，将使用约翰斯通三角来确定参数的表征级别。此外，还将使用面向探究的话语迁移框架来研究教师在鼓励学生在不同表征水平之间进行话语和翻译方面所扮演的角色。对课程材料的分析将有助于检查材料的性质和学生推理之间的关系，特别是在表示法的使用方面。这将允许确定课堂学习环境的不同方面之间的互文性和联系。这一NSF EAPSI奖项支持一名美国研究生的研究，并与台湾科技部合作提供资金。

This award supports aimed at understanding how cultural norms and instructor implementation of course materials influence student argumentation and conceptual understanding of chemistry. It is important to analyze the nature of the communication used by both the students and the instructor. The team will investigate student ability to generate scientific arguments and the conceptual level (macroscopic, sub-microscopic, and symbolic) at which they discuss chemical concepts. The role of the instructor in encouraging student conversations and helping students make connections between the different conceptual levels will also be explored. Further analysis of the arguments will be used to describe classrooms norms. Analysis of classroom interactions will provide insight regarding the nature of classroom conversations, the influence of cultural norms, the nature and quality of student generated arguments, and students? conceptual understanding of chemistry. This research will be conducted at National Taiwan Normal University in collaboration with Dr. Hsin-Kai Wu, an internationally recognized expert on analyzing interactions between teachers, students, and technology in the classroom.Transcripts of student dialogue in the classroom will be analyzed using Toulmin's Model of Argumentation to examine students' ability to generate scientific arguments. The representational levels for the arguments will then be identified using Johnstone's triangle. In addition, the Inquiry Oriented Discursive Moves Framework will be used to investigate the role of the instructor in encouraging student discourse and translation between different representational levels. Analysis of the course materials will help to examine the relationships between the nature of the materials and student reasoning, particularly with respect to the use of representations. Together this will allow the determination of the intertextuality and the links among the different aspects of a classroom learning environment. This NSF EAPSI award supports the research of a U.S. graduate student and is funded in collaboration with the Ministry of Science and Technology of Taiwan.