Fundamentals of Experimental Science in Early Science Education

早期科学教育中的实验科学基础

• 批准号: 0132315
• 负责人: David Klahr
• 金额: --
• 依托单位: Carnegie-Mellon University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-08-15 至 2008-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0132315&HistoricalAwards=false
• 关键词: Fundamentals; Experimental; Science; Early; Education

The aim of this project is to investigate the thinking processes of young children and to find out how these processes affect children's ability to learn science in elementary school. The main focus of the research will be on how children learn to design simple experiments and how they understand experimental outcomes so that they can reach conclusions based on hard evidence. Throughout the project, there will be two intertwined strands of effort, lab-based studies and classroom-based studies. The expectation is that results from the lab studies will form the basis for the design of improved curriculum units that are grounded in cognitive theory and that can be implemented within the constraints of real classroom situations. Conversely, the expectation is that the classroom observations and assessments will raise questions that will be studied in the lab. The research will involve several interrelated studies. One will determine whether or not teaching children the basics of experimental design will enable them to understand better the results of others' scientific investigations, for example, other children's science fair posters, or claims they hear about what "scientists have discovered." Another study will investigate children's understanding of various types of error that can occur during the design, setup, execution, and analysis of experiments. The goal is to find out how children react when they see that things don't always turn out exactly the same way when they run the "same" experiment repeatedly. In addition, part of the research will explore the effect of presenting science instruction via a computer interface rather than with a live teacher. One of the studies will examine pre-school children's ability to generate notations for simple procedures that involve sequences of actions. Such an ability is an important precursor to using notation in the science lab.

该项目的目的是调查幼儿的思维过程，并找出这些过程如何影响儿童在小学学习科学的能力。这项研究的主要重点将是儿童学习如何设计简单的实验以及他们如何理解实验结果，以便他们可以根据硬证据得出结论。 在整个项目中，将有两条相互交织的努力，基于实验室的研究和基于课堂的研究。 期望实验室研究的结果将构成以认知理论为基础的改进课程单元设计的基础，并且可以在真实课堂情况的约束中实施。 相反，期望课堂观察和评估将提出将在实验室中研究的问题。 该研究将涉及几项相互关联的研究。 人们将确定是否教孩子实验设计的基础知识能够使他们能够更好地理解他人科学研究的结果，例如其他儿童科学博览会海报，或者声称他们听到了“科学家发现的内容”。 另一项研究将调查儿童对实验设计，设置，执行和分析过程中可能发生的各种错误的理解。 目的是找出孩子们在反复进行“同一”实验时并不总是完全相同的方式时的反应。 此外，研究的一部分将探讨通过计算机界面而不是与现场老师一起呈现科学教学的效果。 其中一项研究将检查学龄前儿童生成涉及行动序列的简单程序的符号的能力。 这种能力是在科学实验室中使用符号的重要先驱。