Supporting Scientific Practices in Elementary and Middle School Classrooms

支持中小学课堂的科学实践

• 批准号: 1020316
• 负责人: Brian Reiser
• 金额: $ 349.52万
• 依托单位: Northwestern University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-09-01 至 2017-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1020316&HistoricalAwards=false
• 关键词: Supporting; Scientific; Practices; Elementary; Middle

Research on student learning has developed separate progressions for scientific argumentation, explanation and scientific modeling. Engaging Learners in Scientific Practices develops a learning progression that characterizes how learners integrate and interrelate scientific argumentation, explanation and scientific modeling, building ever more sophisticated versions of practice over time using the three common elements of sense-making, persuading peers and developing consensus. The learning progression is constructed through improvements in students' performance and understanding of scientific practice as measured by their attention to generality of explanation, attention to clarity of communication and audience understanding, attention to evidentiary support, and attention to mechanistic versus descriptive accounts. The project is led by researchers at Northwestern University, the University of Texas, Wright State University, Michigan State University, and the BEAR assessment group. Two cohorts of 180 students each are followed for two years from 4th to 5th grade in Illinois and two cohorts of 180 students each are followed for two years from 5th to 6th grade in Michigan The elementary school students will work with FOSS curriculum units modified to embed supports for scientific practices. Two cohorts of 500 middle school students are followed for three years from 6th to 8th grade as they work with coordinated IQWST units over three years. The outcome measures include analyses of classroom discourse, pre- and pos-test assessments of student learning, and reflective interviews grounded in students' own experiences with practices in the classroom to assess their growth across the dimensions. The BEAR team is responsible for validation and calibration of the frameworks and instruments, and design of the scheme for analysis of the data. Horizon Research performs the formative and summative evaluation.The project will produce an empirically-tested learning progression for scientific practices for grades 4-8 along with tested curriculum materials and validated assessment items that support and measure students' ability in the scientific practices of explanation, argumentation and modeling. In the process of development, an understanding is gained about how to design and test this learning progression. The framework is articulated on a website for use by other researchers and developers. The project also builds capacity by educating several graduate students.

对学生学习的研究已为科学论证，解释和科学建模开发了单独的进步。 吸引学习者参与科学实践开发了一种学习进步，该学习者是学习者如何使用感官创造的三个共同元素，说服同伴和发展共识的三个共同元素来融入和相互关联的科学论证，解释和科学建模，从而构建越来越复杂的实践版本。 学习的进步是通过提高学生对科学实践的表现和对科学实践的理解来构建的，这是他们对通用性的关注，对沟通的关注和受众理解的关注，对证据支持的关注以及对机械性和描述性帐户的关注。该项目由西北大学，得克萨斯大学，赖特州立大学，密歇根州立大学和熊评估小组的研究人员领导。在伊利诺伊州的4至5年级的两年中，有两个人群在两年中，在密歇根州的5年至6年级的两年中，每年的两个学生都在两年中，小学生将使用修改的Foss课程单位，以嵌入嵌入式支持科学实践。 在三年内与协调的IQWST单位合作，将有两名500名中学生组成的500名中学生。 结果措施包括分析课堂话语，对学生学习的预先和POS检验评估以及基于学生在课堂上实践的经验以评估其在整个维度上的成长的经历的反思性访谈。 熊团队负责验证和校准框架和工具，并设计用于数据分析的计划。 Horizo​​n Research进行了形成性和总结性评估。该项目将为4 - 8年级的科学实践以及经过测试的课程材料以及经过验证的评估项目提供经验测试的学习进步，以支持和衡量学生在解释，论证和建模的科学实践中的能力。 在开发过程中，人们对如何设计和测试这种学习进展有所了解。 该框架在网站上阐明，供其他研究人员和开发人员使用。 该项目还通过教育几名研究生来增强能力。