Identifying Science Teaching Strategies for Promoting Reasoned Discussions of Concepts and Simulations

确定科学教学策略以促进概念和模拟的合理讨论

• 批准号: 1222709
• 负责人: John Clement
• 金额: $ 34.27万
• 依托单位: University of Massachusetts Amherst
• 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: 2012-09-15 至 2015-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1222709&HistoricalAwards=false
• 关键词: Identifying; Science; Teaching; Strategies; Promoting

A key goal of the New Generation Science Standards is ensuring that students develop the capacity to not just participate in the discussions of science phenomenon, but also be able to reason cogently and deeply about those ideas in the disciplines. This project supports teachers in improving classroom discourse and reasoning by identifying key teaching strategies for building scientific concepts in successful discussions. It links these strategies together with the use of visual displays in classroom instruction with a particular emphasis on simulations. The focus of the classroom discourse strategy development is on teachers demonstrating learning of explanatory models of physical phenomena in three subject areas: high school electricity, high school mechanics, and middle school states of matter, with an emphasis on the use of visual displays. Based on previous research that showed preliminary promising evidence for the teachers orchestration of productive classroom discourse and using video data collected during the prior research settings, the project uses video case studies to characterize key elements of effective pedagogical processes and develop materials for use in pre- and in-service teacher training. This study uses existing videos of exemplary physics teachers who are using the CASTLE curriculum to teach units on electricity and magnetism. Research questions address the identification of whole class strategies that are used with simulations to support the development of a visualizable particulate model across a number of time scales in the classroom. Another question addresses how teachers differ in their use of static as opposed to dynamic display models to identify the advantages and disadvantages of both types of displays. The researchers work within the socio-cognitive framework of the ways that students and teachers construct explanatory models and the socio-linguistic framework by which discussion strategies can encourage productive engagement in the development of disciplinary knowledge. The researchers have developed a framework that codifies the elements of the developing student to identify particularly productive segments of lessons that illustrate how such discourse can be scaffolded in the classroom. These segments will be organized into a video-based teaching manual disseminated through a project website and used in the pre-service teacher preparation at the university. This project represents the ways in which research in science education on student and teacher reasoning around scientific phenomena can be translated from research into practice. The cognitive research that describes the nature and elements of students' conceptual models requires concrete resources to make them applicable within the typical classroom. The teacher video-based workbooks that result from this study provide such a resource that is open-source and available to a larger population of teachers than just those in the project. The connection of the videos to the CASTLE curricular materials provides additional research evidence to support the adoption of this curriculum that will be especially cogent as the New Generation Science Standards require deeper understanding of disciplinary content.

新一代科学标准的一个关键目标是确保学生发展能力不仅参与科学现象的讨论，而且还能够对学科中的这些思想进行深入的深入推论。该项目通过在成功讨论中确定建立科学概念的关键教学策略来支持教师改善课堂话语和推理。它将这些策略与在课堂教学中使用视觉显示以及对模拟的特殊重视联系起来。课堂话语策略制定的重点是教师展示在三个学科领域中学习物理现象的解释模型的教师：高中电力，高中力学和中学的物质州，重点是使用视觉展示。基于先前的研究，该研究表明了教师编排生产性课堂话语以及使用先前研究环境中收集的视频数据的初步有前途的证据，该项目使用视频案例研究来表征有效的教学过程的关键要素，并开发用于服务前和服务教师培训的材料。这项研究使用了使用城堡课程来教授电力和磁性单位的示例性物理老师的现有视频。研究问题涉及与模拟一起使用的整个阶级策略的识别，以支持教室中多个时间尺度上可视化的颗粒模型的开发。另一个问题是指教师在使用静态的情况下与动态显示模型的使用方式有所不同，以确定两种显示器的优势和缺点。研究人员在社会认知框架内工作，该框架是学生和教师构建解释性模型的方式以及社会语言框架的讨论策略可以鼓励在纪律知识发展方面的富有成效的参与。研究人员已经开发了一个框架，该框架将发展中的学生的要素编码，以确定课程的特别富有成效的课程，以说明如何在课堂上脚手架这种话语。这些细分市场将组织成基于视频的教学手册，该手册通过项目网站传播，并用于大学的职前教师准备。该项目代表了科学教育研究对学生和教师推理的科学现象推理的方式，可以从研究中转化为实践。描述学生概念模型的性质和要素的认知研究需要具体的资源，以使其适用于典型的教室。这项研究产生的基于教师视频的工作簿提供了一种开源的资源，该资源是开源的，可供更多的教师使用，而不仅仅是项目中的教师。视频与城堡课程材料的联系提供了更多的研究证据，以支持该课程的采用，这将特别令人信服，因为新一代科学标准需要更深入地了解学科内容。