Collaborative Research: Rethinking How to Teach Energy: Laying The Foundations in Elementary School

合作研究：重新思考如何教授能源：为小学奠定基础

• 批准号: 1020013
• 负责人: Sara Lacy
• 金额: $ 28.47万
• 依托单位: TERC Inc
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-09-01 至 2013-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1020013&HistoricalAwards=false
• 关键词: Collaborative; Research; Rethinking; How; Teach

This project is a collaborative effort involving scientists, science educators, and teachers from TERC, Clark University, Tufts University,and the Brookline and Somerville, MA schools that aims to develop a grade 3-5 Learning Progression that will provide a coherent approach to teaching energy in elementary school and lay a strong foundation for further learning in middle school. The work draws on and complements the learning progression and curriculum for matter being developed and tested in the Inquiry Project (NSF award 0628245). The project will identify a network of core concepts and principles about energy that are fundamental and general enough to be compatible with scientific ideas about energy, yet within reach of 5th graders. This project explores the hypothesis that, while the scientific concept of energy is too abstract and difficult to understand in early grades, useful foundations can be established early on by elaborating a learning progression for energy. Clinical interviews will be administered to 24 pairs of 3rd, 4th, and 5th graders recruited from urban after-school programs, to identify precursors to the core ideas as well obstacles to learning them. This research will help the investigators design key learning experiences that could allow students to progress from initial ideas toward a scientific understanding of energy. Those learning designs will then be tested in teaching interviews with 3 small groups of students in the same settings. The result of the project will be an outline for a grade 3-5 learning progression for energy taking into account the project research findings as well as relevant standards, curricula, and science education literature.

该项目是来自 TERC、克拉克大学、塔夫茨大学以及马萨诸塞州布鲁克林和萨默维尔学校的科学家、科学教育工作者和教师的共同努力，旨在开发 3-5 年级的学习进度，提供连贯的教学方法为小学的精力充沛，为中学的进一步学习打下坚实的基础。这项工作借鉴并补充了 Inquiry Project（NSF 奖 0628245）中正在开发和测试的学习进程和课程。 该项目将确定一个有关能源的核心概念和原则的网络，这些概念和原则足够基础和普遍，足以与有关能源的科学思想兼容，但又在五年级学生的能力范围内。该项目探讨了这样一个假设：虽然能量的科学概念过于抽象且难以在低年级理解，但可以通过详细阐述能量的学习进程来尽早建立有用的基础。将对从城市课外项目中招募的 24 对三年级、四年级和五年级学生进行临床访谈，以确定核心思想的前兆以及学习这些思想的障碍。这项研究将帮助研究人员设计关键的学习体验，使学生能够从最初的想法发展到对能源的科学理解。然后，这些学习设计将在相同环境下对 3 个小组的学生进行教学访谈中进行测试。 该项目的结果将是考虑到项目研究结果以及相关标准、课程和科学教育文献的 3-5 年级能源学习进展大纲。