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The ICAN Intervention

机译：ICAN干预

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摘要

Inquiry, the cyclical process of questioning, predicting, experimenting, modeling, applying, and identifying additional questions (White and Fredericksen 1998), is essential to developing an understanding of the disciplinary core ideas and crosscutting concepts described in the Next Generation Science Standards (NGSS) (NGSS Lead States 2013). Inquiry has been repeatedly cited as critical for supporting learners becoming productive participants in science (e.g., Shouse et al. 2009). In this article, we explain the ICAN Intervention, which is consistent with NGSS science and engineering practices (SEPs) and designed to support the development of science understanding. The ICAN Intervention described here represents our adaptation and extension of D. Chaconas's teacher professional development in Mathematics and English Language Learning (see Resources) and the work of researchers that focused on the use of writing to develop learners' skills and abilities to make connections to and develop understanding of disciplinary content (e.g. Chi et al. 1989; Hulleman and Harackiewicz 2009). Studies of the intervention indicate that when science inquiry is accompanied by the kind of reflection that the ICAN Intervention promotes, students' interest in and learning of science develops (Renninger et al. 2014; Renninger and Riley 2013).
机译：询问是对问题进行质疑，预测，实验，建模，应用和识别其他问题的周期性过程（White and Fredericksen 1998），对于理解下一代科学标准（NGSS）中描述的学科核心思想和交叉概念至关重要）（NGSS Lead State 2013）。反复提到，询问对于支持学习者成为科学的生产力参与者至关重要（例如，Shouse等，2009）。在本文中，我们将解释ICAN干预措施，该措施与NGSS科学与工程实践（SEP）一致，旨在支持对科学理解的发展。这里描述的ICAN干预代表了我们对查科纳斯（D. Chaconas）在数学和英语学习中教师专业发展的适应和扩展（请参阅参考资料）以及研究人员的工作，这些工作的重点是利用写作来发展学习者的技能和能力，从而与他人建立联系并加深对学科内容的理解（例如Chi等，1989; Hulleman和Harackiewicz，2009）。对干预措施的研究表明，当科学探究伴随着ICAN干预措施促进的那种反思时，学生对科学的兴趣和学习就会发展（Renninger等人，2014年; Renninger和Riley，2013年）。

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