Collaborative Research: An Initial Learning Progression in Chemical Design

协作研究：化学设计的初步学习进展

• 批准号: 1222624
• 负责人: Hannah Sevian
• 金额: $ 24.11万
• 依托单位: University of Massachusetts Boston
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-09-01 至 2015-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1222624&HistoricalAwards=false
• 关键词: Collaborative; Research; Initial; Learning; Progression

ABSTRACTIn this two-year exploratory project, science educators at the University of Massachusetts Boston collaborate with those at the University of Arizona to develop and test a learning progression for the study of chemistry. Likely pathways are investigated for how grade 8-13 student's implicit assumptions develop on five major threads of chemical design - chemical identity, structure-property relationships, chemical causality and mechanism, chemical control and cost-benefit-risks. A focus on chemical design - the identification and synthesis of chemical compounds - facilitates the coherent integration of scientific and engineering practices, cross-cutting concepts, and disciplinary core ideas. This approach should make chemistry more engaging to a greater variety of students including those in Career and Technical Education. The project investigates the core implicit assumptions that can be expected to characterize and constrain novice and sophisticated student reasoning about each of the five major threads of chemical design. It also suggests the hypothetical "stepping stones" that characterize the progression from novice to sophisticated reasoning in chemical design. Existing research literature on student ideas and on related developmental psychology and cognitive science research is reviewed. Project staff together with twelve master high school and middle school science teachers in the Boston Public Schools develop a framework that can be used to compare and contrast more or less sophisticated ways of thinking about foundational ideas for the understanding of chemical design and from them derive hypotheses about "stepping stones" in understanding the implication of chemical design. Questionnaires and interview protocols similar to those employed in previous projects are used with students in grades 8, 10, 12 and college freshmen and their teachers to refine and enrich initial hypotheses about the evolution of core implicit assumptions along the five threads. The research is evaluated by an advisory board of science educators and educational researchers using a written protocol. Content is reviewed by practicing chemists. A concise and clear summary of the learning progression is produced with an intended audience of teachers, curriculum developers and publishers who are implementing or revising curriculum. The dissemination of this summary includes a brief market research survey of teachers, curriculum developers and publishers of high school chemistry materials. Versions of validated open-response instruments that can be easily implemented by teachers as formative assessments of student understanding in the areas targeted by the study are also published. An understanding is gained of some of the challenges associated with implementing the Next Generation Science Standards in a way that meaningfully integrates science and engineering practice, important content and cross cutting themes in the context of learning about chemical design.

摘要这为期两年的探索性项目，马萨诸塞大学波士顿大学的科学教育工作者与亚利桑那大学的科学教育工作者合作开发和测试了化学研究的学习进步。研究了8-13年级学生的隐式假设如何在化学设计的五个主要线索上发展的可能途径 - 化学身份，结构 - 培训关系，化学因果关系和机制，化学控制和成本效益风险。 对化学设计的重点 - 化学化合物的识别和合成 - 促进了科学和工程实践，跨切割概念和纪律核心思想的连贯整合。 这种方法应该使化学对更多的学生更具吸引力，包括职业和技术教育。 该项目研究了核心隐式假设，这些假设可以预期表征和限制新手和成熟的学生推理化学设计的五个主要线索。 这也表明了假设的“踏脚石”，它表征了化学设计中从新手到复杂推理的发展。 综述了有关学生思想以及相关发展心理学和认知科学研究的现有研究文献。 项目人员与波士顿公立学校的十二个高中和中学科学老师一起开发了一个框架，可用于比较和对比，或多或少地对基础思想进行思考，以理解化学设计的基础思想，并从中提出了有关“踏脚石”的假设，以理解化学设计的含义。 在8、10、12年级和他们的大学新生和他们的老师中，与以前项目相似的问卷和访谈协议与以前项目中使用的调查协议相似，以完善和丰富有关沿五个线程的核心隐含假设演变的初步假设。 该研究由科学教育工作者和教育研究人员使用书面方案评估。 内容通过实践化学家审查。关于学习进步的简洁明了的摘要是由有预期的教师，课程开发人员和出版商进行或修改课程的。该摘要的传播包括对高中化学材料的教师，课程开发商和出版商的简要市场研究调查。 还发表了经过验证的开放式响应工具的版本，这些版本可以由教师轻松实施，以作为对研究针对的领域的学生理解的形成性评估。 在学习化学设计的背景下，以有意义地整合科学和工程实践，重要内容和交叉切割主题的方式，了解与实施下一代科学标准相关的一些挑战。