探究多元化本科生群体中的数学-科学混合意义建构
Investigating Blended Math-Science Sensemaking with a diverse undergraduate population
AI总结：
本研究验证了数学-科学混合意义建构认知框架适用于多元背景本科生，发现其更多依赖低层级MSS推导公式并更有效利用PhET模拟，为差异化教学提供了依据。
摘要：
科学中的混合数学意义建构（MSS）涉及对描述科学现象的定量关系的深层概念理解。此前，我们开发了描述STEM学科中MSS熟练度的认知框架，并利用围绕PhET模拟构建的评估工具，在来自主流背景（白人、中产阶级）的本科生中验证了该框架。在本研究中，我们考察该框架能否刻画来自多元背景的本科生参与MSS的情况，并识别两个群体之间的潜在差异。该框架能有效刻画来自多元背景的本科生参与MSS的情况，并在很大程度上起到学习进阶的作用。我们还发现了一种独特的MSS参与模式，表现为学生成功建立了描述其观察结果的数学关系，却没有参与一种以定量模式识别为重点的MSS。与来自主流背景的学生不同，多元背景学生利用较低层级的MSS来推导描述该现象的公式。此外，与来自主流背景的学生相比，多元背景学生更多地使用PhET模拟来理解现象，并且在利用模拟找到正确数学关系方面更为成功。数学准备在该框架的第1层级比第2和第3层级具有更强的效应。该框架可以指导教学和评估策略的开发，以支持来自多元背景的学生建立MSS技能。此外，PhET模拟为支持MSS技能的参与和学习提供了合适且有效的学习环境，未来设计学习体验时应充分利用其能力。
英文摘要：
Blended mathematical sensemaking in science (MSS) involves deep conceptual understanding of quantitative relationships describing scientific phenomena. Previously we developed the cognitive framework describing proficiency in MSS across STEM disciplines and validated it with undergraduate students from dominant backgrounds (White, middle class) using assessment built around PhET simulations. In this study we investigate whether the framework can characterize engagement in MSS among undergraduate students from diverse backgrounds and identify potential differences between the two populations. The framework is effective in characterizing engagement in MSS by undergraduate students from diverse backgrounds and largely functions as a learning progression. We have also uncovered a distinct pattern of engagement in MSS reflected in students successfully developing the mathematical relationship describing their observations without engaging in a type of MSS focused on quantitative pattern identification. Unlike students from dominant backgrounds, diverse students leverage lower level MSS to develop the formula for the phenomenon. Further, diverse students use PhET simulations to make sense of the phenomenon more and are more successful in using the simulations to find the correct mathematical relationship compared to students from dominant backgrounds. Math preparation has a stronger effect at level 1 compared to levels 2 and 3 of the framework. The framework can guide the development of instructional and assessment strategies to support students from diverse backgrounds in building MSS skills. Further, PhET simulations provide a suitable and effective learning environment for supporting engagement in and learning of MSS skills, and their capabilities should be leveraged for designing learning experiences in the future.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
