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Making Meaning of Scientific Practices: Exploring the Pathways and Variations of Classrooms Engaging in Science Practices.

机译：理解科学实践：探索参与科学实践的教室的途径和变化。

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摘要

A focus of reforms in standards, learning environments, teacher preparation programs and professional development is to support teachers' and students' engagement with scientific practices such as argumentation, modeling and generating explanations for real-world phenomena (NRC, 2011). Engaging in these practices in authentic ways requires that students be positioned at the center of conducting investigations and making sense of their findings through knowledge building discourse. Thus, scientific practices seek to support the science learning as an integration of social processes, epistemic practices and the development of rich disciplinary ideas of science.;This approach to science learning may present substantial challenges for teachers and students as they bring scientific practices into their classroom. In this dissertation, I investigate variations in how classrooms take up scientific practices and how these variations may relate to the development of disciplinary ideas. In the context of a set of lessons that focus on modeling and explanation, I followed four 6th grade teachers as they enacted the same lessons, tracing differences in how each class motivated and made sense of investigations to construct evidence-based explanations. I argue that although classrooms engage with the same set of phenomena and investigations, resources and activities take different meanings to teachers and students, due to variations in how they are enacted in the classroom. While all classrooms managed to connect investigations to raising questions about phenomena, they differed in how connected the performance of investigations was to the ongoing attempt to build and revise explanatory models. Thus, in some classrooms there was appeared to be a more coherent practice of developing, testing and revising models to explain phenomena, in which investigations were connected as a means to further that model building practice.;My findings underscore the importance of understanding how to scaffold important sensemaking discussions for students as they argue, reason and critique candidate ideas to understand the purpose of scientific investigations and ways of generating inferences and explanations from their investigations. This study presents a framework for ways that scientific practices become meaningful for students, and implications for how we support both teachers' and students' engagement with these practices.
机译：标准，学习环境，教师准备计划和专业发展方面的改革重点是支持教师和学生参与科学实践，例如论证，建模和为现实世界现象生成解释（NRC，2011）。以真实的方式参与这些实践需要将学生置于进行调查和通过知识积累的话语来理解他们的发现的中心位置。因此，科学实践试图通过将社会过程，认识论实践和丰富的科学学科思想相结合来支持科学学习。;这种科学学习方法可能会给师生带来巨大挑战，因为他们将科学实践带入了他们的学习课堂。在本文中，我研究了教室如何采用科学实践以及这些变化与学科观念发展之间的关系。在一系列集中于建模和解释的课程的背景下，我跟随四位六年级老师制定相同的课程，追踪每个班级在动机和调查意义上如何构建循证解释的差异。我认为，尽管教室具有相同的现象和研究，但是由于教室中的行为方式各异，因此资源和活动对老师和学生具有不同的含义。虽然所有教室都设法将调查与提出有关现象的问题联系起来，但它们在调查性能与正在建立和修改解释性模型的尝试之间有多大的不同。因此，在某些教室中，似乎出现了一种更为连贯的实践，即开发，测试和修改模型以解释现象，在这种实践中，将调查联系起来以作为促进该模型构建实践的一种手段。；我的发现强调了理解如何进行建模的重要性。在学生争论，推理和批判候选者观点时，应进行重要的有意义的讨论，以了解科学调查的目的以及从调查中得出推论和解释的方式。这项研究为科学实践对学生有意义的方式提供了一个框架，以及对我们如何支持教师和学生参与这些实践的意义的框架。

著录项

  • 作者

    Ko, Mon-Lin Monica.;

  • 作者单位

    Northwestern University.;

  • 授予单位 Northwestern University.;
  • 学科 Education Instructional Design.;Education Sciences.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 298 p.
  • 总页数 298
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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