GRIDS: Graphing Research on Inquiry with Data in Science

网格：科学数据探究的图形研究

• 批准号: 1418423
• 负责人: Marcia Linn
• 金额: $ 299.97万
• 依托单位: University of California-Berkeley
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-01 至 2019-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1418423&HistoricalAwards=false
• 关键词: GRIDS; Graphing; Research; Inquiry; Data

The Graphing Research on Inquiry with Data in Science (GRIDS) project is a four-year full design and development proposal, addressing the learning strand, submitted to the DR K-12 program at the NSF. GRIDS will investigate strategies to improve middle school students' science learning by focusing on student ability to interpret and use graphs. In middle school math, students typically graph only linear functions and rarely encounter features used in science, such as units, scientific notation, non-integer values, noise, cycles, and exponentials. Science teachers rarely teach about the graph features needed in science, so students are left to learn science without recourse to what is inarguably a key tool in learning and doing science. GRIDS will undertake a comprehensive program to address the need for improved graph comprehension. The project will create, study, and disseminate technology-based assessments, technologies that aid graph interpretation, instructional designs, professional development, and learning materials. GRIDS will start by developing the GRIDS Graphing Inventory (GGI), an online, research-based measure of graphing skills that are relevant to middle school science. The project will address gaps revealed by the GGI by designing instructional activities that feature powerful digital technologies including automated guidance based on analysis of student generated graphs and student writing about graphs. These materials will be tested in classroom comparison studies using the GGI to assess both annual and longitudinal progress. Approximately 30 teachers selected from 10 public middle schools will participate in the project, along with approximately 4,000 students in their classrooms. A series of design studies will be conducted to create and test ten units of study and associated assessments, and a minimum of 30 comparison studies will be conducted to optimize instructional strategies. The comparison studies will include a minimum of 5 experiments per term, each with 6 teachers and their 600-800 students. The project will develop supports for teachers to guide students to use graphs and science knowledge to deepen understanding, and to develop agency and identity as science learners.

与科学数据（网格）项目有关的探究图研究是一项为期四年的完整设计和开发建议，解决了学习链，并提交给NSF的K-12博士计划。网格将通过专注于解释和使用图表的能力来调查改善中学生科学学习的策略。在中学数学中，学生通常仅绘制线性功能，并且很少遇到科学中使用的功能，例如单元，科学符号，非整数值，噪声，周期和指数。科学老师很少会教科学所需的图表特征，因此学生可以学习科学，而无需求助于学习和进行科学的关键工具。网格将执行一个全面的计划，以满足改进的图形理解的需求。该项目将创建，研究和传播基于技术的评估，帮助图形解释，教学设计，专业发展和学习材料的技术。网格将从开发网格图表清单（GGI）开始，这是一种与中学科学相关的在线，基于研究的图形技能测量。该项目将通过设计具有功能强大的数字技术的教学活动来解决GGI揭示的差距，包括基于对学生生成的图形分析和学生写入图形的分析的自动指导。这些材料将在课堂比较研究中使用GGI进行测试，以评估年度和纵向进步。 从10家公立中学中选出的大约30名教师将与教室中约4,000名学生一起参加该项目。 将进行一系列设计研究，以创建和测试十个研究单位和相关评估，至少将进行30项比较研究以优化教学策略。比较研究将包括每学期至少5个实验，每个实验及其600-800名学生。 该项目将为教师提供支持，以指导学生使用图形和科学知识来加深理解，并发展作为科学学习者的代理和身份。