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首页> 外文期刊>International Journal of STEM Education >Planning and carrying out investigations: an entry to learning and to teacher professional development around NGSS science and engineering practices
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Planning and carrying out investigations: an entry to learning and to teacher professional development around NGSS science and engineering practices

机译：计划和进行调查：围绕NGSS科学和工程实践的学习和教师专业发展的入口

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The shift from science inquiry to science practices as recommended in the US reports A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas and the Next Generation Science Standards has implications for classroom/school level instruction and assessment practices and, therefore, for teacher’s professional development. We explore some of these implications and the nuances of adopting a practice orientation for science education through the lens of one NGSS practice ‘Planning and Carrying Out Investigations’ (PCOI). We argue that a focus on any one practice must necessarily consider embracing a ‘suite of practices’ approach to guide in the design of the curriculum, instruction, assessment, and evaluation. We introduce the 5D model as a curriculum and instruction framework (1) to examine how unpacking PCOI can help teachers bridge to other less-familiar-to-teachers NGSS practices and (2) to help capture the ‘struggle’ of doing science by problematizing and unpacking for students the 5D component elements of measurement and observation. 1. Deciding what and how to measure, observe, and sample; 2. Developing or selecting procedures/tools to measure and collect data; 3. Documenting and systematically recording results and observations; 4. Devising representations for structuring data and patterns of observations; and 5. Determining if (1) the data are good (valid and reliable) and can be used as evidence, (2) additional or new data are needed, or (3) a new investigation design or set of measurements are needed. Our hypothesis is that the 5D model provides struggle type experiences for students to acquire not only conceptual, procedural and epistemic knowledge but also to attain desired ‘knowledge problematic’ images of the nature of science. Additionally, we further contend that PCOI is a more familiar professional development context for teachers wherein the 5D approach can help bridge the gap between the less familiar and the more complex practices such as building and refining models and explanations.
机译：美国报告《 K-12科学教育框架：实践，交叉概念，核心思想和下一代科学标准》中建议从科学探究向科学实践转变，这对课堂/学校水平的教学和评估实践具有影响，因此，为了教师的专业发展。我们将通过NGSS一项实践“计划与实施调查”（PCOI）的视角，探讨其中的某些含义以及对科学教育采取实践导向的细微差别。我们认为，对任何一种实践的关注都必须考虑采用“实践套件”的方法来指导课程设计，指导，评估和评估。我们将5D模型引入课程和教学框架中（1）研究如何解开PCOI来帮助教师过渡到其他不太熟悉的老师NGSS做法，以及（2）通过对问题进行质疑来捕捉科学的“奋斗”并为学生打开测量和观察的5D组成部分的包装。 1.决定什么以及如何测量，观察和取样; 2.开发或选择测量/收集数据的程序/工具; 3.记录并系统地记录结果和观察结果; 4.设计表示形式以构造观测数据和模式; 5.确定是否（1）数据良好（有效且可靠）并且可以用作证据，（2）需要其他或新数据，或者（3）需要新的调查设计或一组测量。我们的假设是5D模型为学生提供了挣扎型的体验，不仅使他们获得了概念，程序和认知方面的知识，而且获得了对科学本质的理想“知识问题”图像。此外，我们进一步认为，PCOI是教师更熟悉的专业发展环境，其中5D方法可帮助弥合不太熟悉和较复杂的实践（例如，建立和完善模型和解释）之间的鸿沟。

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