Collaborative Research: High School Students' Climate Literacy Through Epistemology of Scientific Modeling

合作研究：通过科学建模认识论提高高中生的气候素养

• 批准号: 1719872
• 负责人: Mark Chandler
• 金额: $ 55.23万
• 依托单位: Columbia University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-09-01 至 2023-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1719872&HistoricalAwards=false
• 关键词: Collaborative; Research; Students; Climate; Literacy

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. This project will focus on learning about model based reasoning in science, and will develop, implement, study, and refine a 6-week climate science module for high school students. The module will feature use of a web-based climate modeling application, and the project team will collect and analyze evidence of model-based reasoning about climate phenomena among students. Scientists routinely use data-intensive, computer-based models to study complex natural phenomena, and modeling has become a core objective of current science curriculum standards. The project will provide new insights about student use of scientific models to understand natural phenomena, and advance knowledge about curriculum, instruction, and assessment practices that promote model-based reasoning among students.This 4-year Design and Development project will examine use of a web-based climate modeling tool designed to provide non-scientists experiences with climate modeling in high school geoscience classrooms. A theoretically-grounded and empirically tested approach to design-based research, instructional design, and assessment development will be used in an iterative cycle of instructional innovation and education research to find answers to two research questions: 1) How do secondary students develop epistemic and conceptual knowledge about climate? And 2) How do secondary science teachers support student use of climate modeling application to develop epistemic and conceptual knowledge about climate? Data associated with conceptual and epistemic knowledge, curriculum-embedded modeling tasks, interviews, and videorecorded observations of instruction will be used to study impacts of the new curriculum module on 55 high school science teachers and 3,000 students. Project participants include students from low socioeconomic populations and other groups underrepresented in STEM fields. The curriculum will also serve as a resource for an existing, online professional development course at the American Museum of Natural History that engages teachers nationwide.

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。 该项目将着重于学习基于模型的科学推理，并将为高中生开发，实施，研究和完善一个为期6周的气候科学模块。 该模块将使用基于Web的气候建模应用程序的使用，项目团队将收集和分析学生中关于气候现象的模型推理的证据。 科学家经常使用基于计算机的基于计算机的模型来研究复杂的自然现象，并且建模已成为当前科学课程标准的核心目标。该项目将提供有关学生使用科学模型来理解自然现象的新见解，并提高有关课程，指导和评估实践的了解，从而促进学生之间的基于模型的推理。这项4年的设计和开发项目将研究基于Web的气候建模工具的使用，旨在提供旨在为高中地球科学教室中气候建模提供非科学家体验的基于网络的气候建模工具。在教学创新和教育研究的迭代循环中，将使用一种理论上的基于设计，教学设计和评估开发的基于设计研究，教学设计和评估发展的方法，以找到两个研究问题的答案：1）二级学生如何发展有关气候的认知和概念知识？ 2）中学教师如何支持学生对气候建模应用的使用来发展有关气候的认知和概念知识？ 与概念和认识论知识，课程插入的建模任务，访谈和视频记录的数据相关的数据将用于研究新课程模块对55名高中科学老师和3,000名学生的影响。 项目参与者包括来自较低社会经济人口的学生和其他在STEM领域中人数不足的群体。 该课程还将作为美国自然历史博物馆现有的在线专业发展课程的资源，该课程吸引了全国教师。