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Employing inquiry-based computer simulations and embedded scientist videos to teach challenging climate change and nature of science concepts.

机译：使用基于查询的计算机模拟和嵌入式科学家视频来教授具有挑战性的气候变化和科学概念的本质。

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摘要

Design based research was utilized to investigate how students use a greenhouse effect simulation in order to derive best learning practices. During this process, students recognized the authentic scientific process involving computer simulations. The simulation used is embedded within an inquiry-based technology-mediated science curriculum known as Web-based Inquiry Science Environment (WISE). For this research, students from a suburban, diverse, middle school setting use the simulations as part of a two week-long class unit on climate change. A pilot study was conducted during phase one of the research that informed phase two, which encompasses the dissertation. During the pilot study, as students worked through the simulation, evidence of shifts in student motivation, understanding of science content, and ideas about the nature of science became present using a combination of student interviews, focus groups, and students' conversations. Outcomes of the pilot study included improvements to the pedagogical approach. Allowing students to do “Extreme Testing” (e.g., making the world as hot or cold as possible) and increasing the time for free exploration of the simulation are improvements made as a result of the findings of the pilot study.;In the dissertation (phase two of the research design) these findings were implemented in a new curriculum scaled for 85 new students from the same school during the next school year. The modifications included new components implementing simulations as an assessment tool for all students and embedded modeling tools. All students were asked to build pre and post models, however due to technological constraints these were not an effective tool. A non-video group of 44 students was established and another group of 41 video students had a WISE curriculum which included twelve minutes of scientists' conversational videos referencing explicit aspects on the nature of science, specifically the use of models and simulations in science. The students in the video group had marked improvement compared to the non-video group on questions regarding modeling as a tool for representing objects and processes of science modeling aspects as evident by multiple data sources. The findings from the dissertation have potential impacts on improving Nature of Science (NOS) concepts around modeling by efficiently embedding short authentic scientific videos that can be easily used by many educators. Compared to published assessments by the American Association for the Advancement of Science (AAAS), due to the curriculum interventions both groups scored higher than the average United States middle school student on many NOS and climate content constructs.
机译：基于设计的研究被用来调查学生如何利用温室效应模拟来获得最佳学习实践。在此过程中，学生认识到了涉及计算机仿真的真实科学过程。所使用的仿真被嵌入基于查询的技术介导的科学课程中，该课程称为基于Web的查询科学环境（WISE）。在这项研究中，来自郊区，多元化的中学环境的学生将模拟作为气候变化两周课程的一部分。在研究的第一阶段进行了一项试点研究，为第二阶段提供了信息，其中涵盖了论文。在试点研究期间，随着学生进行模拟学习，结合了学生访谈，焦点小组讨论和学生对话，证明了学生动机变化，对科学内容的理解以及对科学本质的看法的证据。初步研究的结果包括对教学方法的改进。试点研究的结果是，允许学生进行“极端测试”（例如，使世界尽可能热或冷）并增加自由探索模拟的时间。这些都是改进。研究设计的第二阶段）在新课程中实施了这些发现，该课程针对下一学年来自同一学校的85名新学生进行了缩放。修改内容包括将模拟作为对所有学生的评估工具实施的新组件以及嵌入式建模工具。要求所有学生建立前后模型，但是由于技术限制，这些不是有效的工具。建立了一个由44名学生组成的非视频小组，另一组41名视频学生设有了WISE课程，其中包括十二分钟的科学家对话视频，这些视频引用了有关科学本质的明确方面，尤其是在科学中使用模型和模拟。与非视频组相比，视频组的学生在有关建模作为代表对象和科学建模方面的过程的工具这一问题上有了显着进步，这可以通过多个数据源得到证明。论文的研究结果通过有效地嵌入可被许多教育者轻松使用的真实科学视频短片，对改善围绕建模的自然科学（NOS）概念具有潜在影响。与美国科学发展协会（AAAS）公布的评估结果相比，由于课程的干预，两组在许多NOS和气候内容结构方面的得分均高于美国中学生的平均水平。

著录项

  • 作者

    Cohen, Edward Charles.;

  • 作者单位

    Rutgers The State University of New Jersey - New Brunswick.;

  • 授予单位 Rutgers The State University of New Jersey - New Brunswick.;
  • 学科 Education Environmental.;Education Sciences.;Education Technology of.
  • 学位 Ed.D.
  • 年度 2013
  • 页码 111 p.
  • 总页数 111
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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