Strategies for Leading Classroom Discussions Aimed at Core Ideas and Scientific Modeling Practices

引导针对核心思想和科学建模实践的课堂讨论的策略

• 批准号: 1503456
• 负责人: John Clement
• 金额: $ 38.73万
• 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: 2015
• 资助国家: 美国
• 起止时间: 2015-08-01 至 2018-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1503456&HistoricalAwards=false
• 关键词: Strategies; Leading; Classroom; Discussions; Aimed

The Next Generation Science Standards (NGSS) have set goals for students to learn scientific models as disciplinary core ideas in addition to scientific reasoning practices and cross cutting ideas. Given these advances in national standards, educators are now asking for details about: (a) strategies for teaching the core disciplinary ideas; (b) how to teach the components of scientific thinking practices; and (c) how to integrate those practices with the teaching of core ideas. This project will use video case studies to identify key strategies used by exemplary teachers to guide class discussions toward these goals. The project will study teachers in the areas of high school mechanics and electricity, and middle school life sciences, and is designed to develop the constructs and language that will enable us to describe key discussion leading strategies. Clarified descriptions of the strategies will be disseminated to teachers via a website on discussion leading strategies for building models as core ideas, and accompanied by real classroom examples. In order to organize the strategies, the project will also combine the results of the classroom case studies with findings from studies of thinking processes in scientists to develop an integrated theoretical framework for model based learning and teaching in science. The theoretical framework will serve as a guide for organizing instruction, integrating research findings, and sequencing strategies for teacher educators and curriculum developers. The framework will start from practices in the NGSS standards for modeling and add detail by identifying smaller practices and supporting teaching strategies at four different time scale levels--from 5-second engagements with mental simulations, to the use of minutes-long constructive reasoning processes, to larger modeling cycles lasting roughly 10 minutes to hours, to model construction modes that can last 15 minutes to days. A simplified version of the theoretical framework will give a way to introduce teachers to strategies in an organized manner, one level at a time. The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.

下一代科学标准（NGSS）设定了学生将科学模型学习为纪律核心思想的目标，此外还有科学推理实践和交叉切割思想。 鉴于国家标准方面的这些进步，教育工作者现在询问有关：（a）教授核心纪律思想的策略； （b）如何教授科学思维实践的组成部分； （c）如何将这些实践与核心思想的教学结合在一起。该项目将使用视频案例研究来确定模范教师使用的关键策略，以指导课堂讨论针对这些目标。该项目将研究高中力学和电力以及中学生命科学领域的教师，并旨在开发构造和语言，使我们能够描述关键的讨论领先的策略。对策略的澄清描述将通过网站通过网站传播给教师，讨论以构建模型为核心思想的讨论领先的策略，并伴随着真实的课堂示例。 为了组织这些策略，该项目还将结合课堂案例研究的结果以及科学家思考过程的研究结果，以开发一个基于模型的科学学习和教学的综合理论框架。 理论框架将作为组织教学，整合研究结果以及为教师教育工作者和课程开发人员进行测序策略的指南。 该框架将从NGSS标准的实践开始，以建模并通过确定较小的实践并在四个不同的时间尺度水平上支持教学策略，从5秒钟的交战中进行精神模拟，以使用长达几分钟的建设性推理过程，以使大约10分钟的较大的建模周期持续了大约10分钟，以持续10分钟的构建模式，以造成15分钟的型号。 理论框架的简化版本将提供一种方法，以一个有组织的方式向教师介绍策略，一次是一个层次。 Discovery Research K-12计划（DRK-12）试图通过研究和开发创新资源，模型和工具（RMTS）的研究和开发，以显着增强PreK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。 DRK-12计划中的项目基于STEM教育和先前的研发工作的基础研究，这些研究为拟议项目提供了理论和经验的理由。