Collaborative Research: Engaging students in discourse about criteria for judging scientific models

合作研究：让学生参与讨论科学模型的判断标准

• 批准号: 2300831
• 负责人: Ravit Golan Duncan
• 金额: $ 72.52万
• 依托单位: Rutgers University New Brunswick
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-08-01 至 2026-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2300831&HistoricalAwards=false
• 关键词: Collaborative; Research; Engaging; students; discourse

The goal of this project is to study how secondary students come to understand better an underlying logic of natural sciences--the relation between construction of new ideas and critique of them. Science education has traditionally focused mostly on how students construct models of natural phenomena. However, critique is crucial for iterative refinement of models because in professional science, peer critique of explanatory models motivates and guides progress toward better understanding. This project engages students in this process and helps them understand the relation of critique to better explanations, by focusing students on the criteria by which critique and understanding develop together through classroom discussions. The team is developing a suite of teaching tools expanding upon the previously developed open source software, Modeling and Evidence Mapping Environment, which structures how students connect evidence directly to models they construct. The products of this project, which include enhanced software, curriculum, and assessments, are intended to increase capacity to engage young learners in ambitious science educational experiences that are consistent with the Next Generation Science Standards.The project focuses on three interlinked practices critical for successful reasoning with evidence about scientific models in science: engaging in peer critique of models, describing and justifying key epistemic considerations to guide model critique, and iteratively revising models towards greater accuracy by attending to peer critique. This project advances the existing Model and Evidence Mapping Environment software by adding a scaffolding suite to support student engagement in, and valuing of, this epistemic meta-level of community critique for improving the veracity and utility of models. A set of design experiments provide insights regarding teachers' effective scaffolding of activities and software features, and inform iterative design of instructional materials. The entire ensemble is tested in small and larger scale heterogeneous classroom settings in Indiana and New Jersey. Measured outcomes include student learning, based on interviews and written student artifacts, as well as examinations of classroom collaborative discourse. The project is yielding critical theoretical insights about learners' growth along these dimensions of understanding science, and practical materials and professional development to support it. This project is supported by NSF's EDU Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. The project is also supported by the Discovery Research preK-12 program (DRK-12), which 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. 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 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.

该项目的目的是研究二级学生如何更好地理解自然科学的潜在逻辑 - 建立新思想与对它们的批评之间的关系。 传统上，科学教育主要关注学生如何构建自然现象的模型。但是，批评对于迭代模型的迭代精致至关重要，因为在专业科学中，对解释模型的同伴批评激发了人们的促进和指导朝着更好的理解方向发展。该项目使学生参与此过程，并通过将学生集中在批评和理解通过课堂讨论的标准上，以帮助他们了解批评与更好地解释的关系。该团队正在开发一套教学工具，该工具扩展了先前开发的开源软件，建模和证据映射环境，该软件结构了学生如何将证据直接连接到他们构建的模型。 The products of this project, which include enhanced software, curriculum, and assessments, are intended to increase capacity to engage young learners in ambitious science educational experiences that are consistent with the Next Generation Science Standards.The project focuses on three interlinked practices critical for successful reasoning with evidence about scientific models in science: engaging in peer critique of models, describing and justifying key epistemic considerations to guide model critique, and iteratively revising models towards greater通过参加同伴批评来精确。该项目通过添加脚手架套件来支持学生参与并评估这种认知元元级的社区批评，以改善模型的真实性和实用性，从而推进了现有模型和证据映射环境软件。一组设计实验提供了有关教师对活动和软件功能有效脚手架的见解，并为教学材料的迭代设计提供了信息。整个合奏在印第安纳州和新泽西州的小型和大型的异质教室环境中进行了测试。衡量的结果包括基于访谈和书面学生文物的学生学习，以及对课堂协作话语的考试。该项目正在产生有关学习者在理解科学的这些方面以及实用材料和专业发展以支持它的方面成长的批判性理论见解。该项目得到了NSF的EDU核心研究（ECR）计划的支持。 ECR计划强调了基本的STEM教育研究，该研究在该领域产生了基础知识。投资是在重要，广泛和持久的关键领域进行的：STEM学习和STEM学习环境，扩大参与STEM以及STEM劳动力的发展。该项目还得到了Discovery Research PreK-12计划（DRK-12）的支持，该计划旨在通过创新资源，模型和工具的研究和开发，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，为拟议项目提供了理论和经验的理由。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的审查标准通过评估来进行评估的。