Developing a Generalized Storyline that Organizes the Supports for Evidence-based Modeling of Long-Term Impacts of Disturbances in Complex Systems

开发一个通用的故事情节，组织对复杂系统中干扰的长期影响的基于证据的建模的支持

• 批准号: 1813802
• 负责人: Steven McGee
• 金额: $ 500万
• 依托单位: The Learning Partnership
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-07-15 至 2024-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1813802&HistoricalAwards=false
• 关键词: Developing; Generalized; Storyline; Organizes; Supports

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 support students to develop evidence-based explanations for the impact of disturbances on complex systems. The project will focus on middle school environmental science disciplinary core ideas in life, Earth, and physical sciences. There are a wide variety of complex systems principles at work in disturbance ecology. This project serves as a starting point on supporting students to coordinate different sources of information to parse out the direct and indirect effects of disturbances on components of a system and to examine the interconnections between components to predict whether a system will return to equilibrium (resilience) or the system will change into a new state (hysteresis). These same complex systems principles can be applied to other scientific phenomena, such as homeostasis and the spread of infectious disease. This project will bring the excitement of Luquillo Long Term Ecological Research (LTER) to classrooms outside of Puerto Rico, and has a special emphasis on low performing, low income, high minority schools in Chicago. Over 6000 students will directly benefit from participation in the research program. The units will be incorporated into the Journey to El Yunque web site for dissemination throughout Chicago Public Schools (CPS) and the LTER network. The units will be submitted for review at the Achieve network, thus extending the reach to teachers around the country. The project will impact science teachers and curriculum designers through an online course on storyline development. This project aims to improve students' ability to engage in argument from evidence and address what the literature has identified as a significant challenge, namely the ability to evaluate evidence. Researchers will also demonstrate how it is possible to make progress on implementing Next Generation Science Standards in low performing schools. Through the web-based platform, these results can be replicated across many other school districts.Researchers will to use the scientific context of the LTER program to develop a generalized storyline template for using evidence-based modeling to teach basic principles of disturbance ecology. Though a co-design process with middle school teachers in CPS, researchers will test the application of learning principles to a generalized storyline template by developing and evaluating three units on disturbance ecology - one life science, one Earth system science, and one physical science. Through a task analysis, researchers have identified three key areas of support for students to be successful at explaining how a system will respond to a disturbance. First, students need to be able to record evidence in a manner that will guide them to developing their explanation. Causal model diagrams have been used successfully in the past to organize evidence, but little is known about how students can use their causal diagrams for developing explanations. Second, there have been a wide variety of scaffolds developed to support the evaluation of scientific arguments, but less is known about how to support students in organizing their evidence to produce scientific arguments. Third, evidence-based modeling and scientific argumentation are not tasks that can be successfully accomplished by following a recipe. Students need to develop a task model to understand the reason why they are engaged in a particular task and how that task will contribute to the primary goal of explanation.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

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。该项目将支持学生开发基于证据的解释，以解释干扰对复杂系统的影响。该项目将集中于中学环境科学纪律核心思想，生活，地球和物理科学。 干扰生态学中有各种各样的复杂系统原则。该项目是支持学生协调不同信息来源的起点，以解析干扰对系统组件的直接和间接影响，并检查组件之间的互连以预测系统是否会恢复到平衡（弹性）还是系统会更改为新状态（hysteresis）。这些相同的复杂系统原理可以应用于其他科学现象，例如体内平衡和传染病的传播。 该项目将使Luquillo的长期生态研究（LTER）的兴奋带到波多黎各之外的教室，并特别强调芝加哥的低表现，低收入，少数族裔学校。超过6000名学生将直接受益于参与研究计划。这些单位将被纳入到El Yunque网站的旅程中，以在整个芝加哥公立学校（CPS）和LTE网络中传播。这些单位将在“成就网络”上提交以进行审查，从而将覆盖范围扩展到全国各地的教师。该项目将通过故事情节开发的在线课程影响科学教师和课程设计师。该项目旨在提高学生从证据中参与论证的能力，并解决文献所认为的重大挑战，即评估证据的能力。研究人员还将证明如何在表现低下的学校实施下一代科学标准方面取得进展。通过基于Web的平台，可以在许多其他学区中复制这些结果。研究人员将使用LTER计划的科学环境来开发一种通用的故事情节模板，用于使用基于证据的建模来教授干扰生态学的基本原理。尽管与中学教师在CPS中进行了共同设计的过程，但研究人员将通过开发和评估三个有关干扰生态学的单元 - 一种生命科学，一项地球系统科学和一门物理科学，来测试学习原理在广义故事情节模板中的应用。通过任务分析，研究人员确定了三个关键的支持领域，以成功地解释系统将如何应对扰动。首先，学生需要能够以指导他们发展解释的方式记录证据。因果模型图已成功地用于组织证据，但是对于学生如何使用其因果图来开发解释的知识知之甚少。其次，已经开发了各种各样的脚手架来支持对科学论证的评估，但是对于如何支持学生组织证据来提出科学论点的知之甚少。第三，基于证据的建模和科学论证不是可以通过遵循配方成功完成的任务。学生需要开发一个任务模型，以了解他们从事特定任务的原因，以及该任务将如何为解释的主要目标做出贡献。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛影响的评估来评估的审查标准。

项目成果

Engaging Middle School Students in Authentic Scientific Practices Can Enhance Their Understanding of Ecosystem Response to Hurricane Disturbance

让中学生参与真实的科学实践可以增强他们对生态系统对飓风干扰的响应的理解

• DOI: 10.3390/f9100658
• 发表时间: 2018
• 期刊: Forests
• 影响因子: 2.9
• 作者: McGee, Steven;Durik, Amanda;Zimmerman, Jess;McGee-Tekula, Randi;Duck, Jennifer
• 通讯作者: Duck, Jennifer

Scientific communities of practice: K–12 outreach model around organism responses to repeated hurricane disturbances

科学实践社区：围绕生物体对反复飓风干扰的反应的 K-12 推广模型

• DOI: 10.1002/ecs2.4624
• 发表时间: 2023
• 期刊: Ecosphere
• 影响因子: 2.7
• 作者: Easley, Kathleen M.;Zimmerman, Jess K.;McGee, Steven;McGee‐Tekula, Randi
• 通讯作者: McGee‐Tekula, Randi