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) 旨在通过创新资源、模型和工具的研究和开发，显着增强 PreK-12 学生和教师对科学、技术、工程和数学 (STEM) 的学习和教学（RMT）。 DRK-12 计划中的项目建立在 STEM 教育的基础研究以及先前的研究和开发工作的基础上，为拟议项目提供理论和实证依据。该项目将支持学生针对干扰对复杂系统的影响提出基于证据的解释。该项目将重点关注中学环境科学生命、地球和物理科学方面的学科核心思想。 在干扰生态学中，有各种各样的复杂系统原理在起作用。该项目作为支持学生协调不同信息源的起点，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平衡（弹性）否则系统将进入新的状态（滞后）。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。 该项目将把卢科洛长期生态研究 (LTER) 的激动人心的成果带入波多黎各以外的课堂，并特别关注芝加哥表现不佳、收入低、少数族裔较多的学校。超过 6000 名学生将直接从参与该研究项目中受益。这些单元将被纳入 El Yunque 之旅网站，以便在整个芝加哥公立学校 (CPS) 和 LTER 网络中传播。这些单元将提交到 Achieve 网络进行审查，从而将覆盖范围扩大到全国各地的教师。该项目将通过故事情节发展的在线课程影响科学教师和课程设计者。该项目旨在提高学生根据证据进行论证的能力，并解决文献认为的重大挑战，即评估证据的能力。研究人员还将展示如何在表现不佳的学校实施下一代科学标准方面取得进展。通过基于网络的平台，这些结果可以在许多其他学区复制。研究人员将利用 LTER 计划的科学背景来开发通用的故事情节模板，以便使用基于证据的建模来教授干扰生态学的基本原理。通过与 CPS 中学教师的共同设计过程，研究人员将通过开发和评估干扰生态学的三个单元（一门生命科学、一门地球系统科学和一门物理科学）来测试学习原理在通用故事情节模板中的应用。通过任务分析，研究人员确定了支持学生成功解释系统如何响应干扰的三个关键领域。首先，学生需要能够以指导他们发展解释的方式记录证据。因果模型图过去已成功用于组织证据，但人们对学生如何使用因果图进行解释却知之甚少。其次，已经开发了各种各样的支架来支持科学论证的评估，但对于如何支持学生组织证据以产生科学论证却知之甚少。第三，基于证据的建模和科学论证并不是按照食谱就能成功完成的任务。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有助于解释的主要目标。该奖项反映了 NSF 的法定使命，并通过使用基金会的评估进行评估，认为值得支持。智力价值和更广泛的影响审查标准。

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