Academic+Reading+3.docx

1、Academic+Reading+3Academic+Reading+3Academic Reading 3学术阅读3Using Interactive Technology to Support Students Understanding of the Greenhouse Effect and Global Warming利用交互技术支持学生对温室效应和全球变暖的认识Keisha Varma and Marcia C. Linn凯莎瓦尔玛和马西娅林恩Introduction介绍1Although global warming is a popular topic in science c

2、lasses in most middle and high schools, there is little understanding of the greenhouse effect. Anderson and Wallin (2000) conducted a study focusing on high school students. They found that these students had several different representations of the greenhouse effect. Many confused the greenhouse e

3、ffect with global warming and described it by listing the causes of global warming. Others confused the greenhouse effect with “the ozone effect” (Anderson and Wallin, 2000). This confusion about the relationship between the greenhouse effect and the ozone effect is common (Francis et al., 1993；Mead

4、ows and Wiesenmayer, 1999；Rye et al., 1997). Data from Meadows and Wiesenmayers (1999) study indicate that some students have incorporated this misconception into their knowledge frameworks of global warming and use it to reason about all issues related to the global warming phenomenon. Other work s

5、hows that some pre-service teachers also attribute the cause of climate change to the depletion of the ozone layer (Papadimiriou, 2004).虽然全球变暖是大多数初中和高中科学课的热门话题，但对温室效应的理解却很少。安德森和沃林(2000)进行了一项针对高中生的研究。他们发现这些学生对温室效应有不同的表现。许多人把温室效应与全球变暖混为一谈，并把全球变暖的原因列举出来。还有一些人将温室效应与“臭氧效应”(安德森和沃林,2000)混为一谈。这种混淆关于温室效应和臭氧层

6、效果之间的关系是很常见的(弗兰西斯等,1993梅多斯和维森迈尔,1999;赖伊等，1997)。来自梅多斯和维森迈尔(1999)的研究数据表明，一些学生将这种误解融入到全球变暖的知识框架中，并将其用于解释与全球变暖现象有关的所有问题。其他研究表明，一些职前教师还将气候变化的原因归咎于臭氧层的损耗(Papadimiriou,2004)。2 Obviously，helping students have a better understanding of greenhouse gases and their impact on the temperature of the Earth is urge

7、nt. In the work presented in this paper，a series of activities were conducted around the Global Warming：Virtual Earth（GWVE)curriculum unit. The goal is for students to learn about the role of each concept in the greenhouse effect and to understand how they interact to create the greenhouse effect. T

8、he activities also help students understand the relationship between the greenhouse effect and global warming. We measure students representations by analyzing their responses to a series of open-ended questions about the concepts covered in the module.显然,帮助学生更好地了解温室气体,对地球温度的影响是紧迫的。在本文提供的工作,进行了一系列的活

9、动在全球变暖:虚拟地球(GWVE)课程单元。目的是让学生了解每个概念在温室效应中的作用，并了解它们是如何相互作用产生温室效应的。这些活动还帮助学生了解温室效应和全球变暖之间的关系。我们通过分析学生对模块中所涉及概念的一系列开放式问题的回答来测量学生的表现。Methods方法Research design研究设计3 The main research question is，“How does students understanding of the greenhouse effect and global warming change after participating in a tec

10、hnology-enhanced learning environment featuring virtual experiments with an interactive visualization？”This research is based on GWVE curriculum unit. In the week-long unit during their science classes，students participate in an eight-question，paper-and-pencil assessment prior to and following parti

11、cipation in the unit，creating a matched sample comparison. A series of matched sample t-tests are used to determine the degree of significance between pre- and post-test performance.主要研究的问题是,“学生如何理解参与技术强化学习环境特色和交互式可视化虚拟实验后的温室效应和全球变暖改变?“这项研究是基于GWVE课程单元。在在科学课上为期一周的单元,学生参与一个8个问题,纸笔评估之前和之后的参与单元,创建一个匹配样本

12、的比较。通过一系列匹配的样本t检验来确定测试前和测试后性能之间的显著性。Participants参与者4 Five teachers from three schools on the west coast and two schools in the southeastern US enacted the curriculum unit in their sixth-grade science classes. The teachers each had at least two years of experience using our curriculum units in their

13、instruction. Each teacher received targeted professional development support (Varma et al.，2008). The professional development activities included meetings to introduce the overall Web-based Inquiry Science Environment (WISE) and the GWVE unit. Teachers also received classroom support to help them i

14、ncorporate the activities in their instruction (Varma et al.，2008). One hundred and ninety sixth-grade students (98 males and 92 females) participated in the unit activities and the pre-/post-assessments.美国西海岸三所学校的五名教师和美国东南部的两所学校开设了六年级的课程单元。每位教师在教学中都有至少两年的课程使用经验。每一位老师收到了有针对性的专业发展支持(Varma et al .,200

15、8)。专业发展活动包括会议介绍全面的基于网络的调查科学环境(WISE)和GWVE单元。教师还得到了教室的支持，帮助他们在教学中融入活动(Varma et al,2008)。一百九十名六年级学生(98名男性和92名女性)参加了单元活动和前/后评估。 Procedure过程能、2)红外能量,3)温室气体。2)。全球变暖是什么?3)。什么是温室效应和全球变暖之间的区别吗?请看下面的列表，选择所有你认为对全球变暖有影响的因素。酸雨- - - - -水蒸气温室气体- - - - -云二氧化碳臭氧层太阳能红外能量5)。在温室效应反照率的作用是什么?6)。云在温室效应的作用是什么?7)。什么是全球变暖的温室

16、气体的作用?一定要尽可能详细解释你的答案。你可以画一幅图来解释你的想法。图A是一个真实的温室，阳光透过玻璃面板，加热内部。温室的玻璃板使热能不受热量的影响。图B显示了地球上发生的温室效应。哪一部分的图片就像温室的玻璃?圆。太阳太空大气地球解释你的答案。6 The unit includes six main activities. In the first activity，students view short video clips as an introduction to the global warming phenomenon and calculate their ecologi

17、cal footprint using an online ecological footprint calculator (Islandwood，2010). In the second activity, students learn about the Earths energy balance and observe the energy transformation depicted in the visualizations.该单元包括六项主要活动。在第一个活动,学生查看录像短片介绍全球变暖的现象,并计算其生态足迹使用在线生态足迹计算器(Islandwood,2010)。在第二项活

18、动中，学生们了解地球的能量平衡，并观察在可视化中所描绘的能量转换。7 In the third activity，students conduct experiments with the visualization to learn about greenhouse gases，clouds and albedo. The fourth activity is a jigsaw activity in which by conducting experiments half of the students learn about clouds and the other half learn

19、 about albedo. Teachers randomly assign student pairs to each topic. Throughout these experimentation and reflection steps，embedded notes prompt students to generate hypotheses，gather evidence，draw conclusions and make connections between new and pre-existing ideas. At the end of the fourth activity

20、，all students participate in an online discussion to share their knowledge as a completion of the jigsaw activity and learn about the factor that they did not investigate. In the fifth activity，students use a more complex visualization to learn about how population levels impact greenhouse gas emiss

21、ions and global warming. This visualization allows students to manipulate the population growth rate and CO2 emission. The results of their manipulation will show a numerical representation of the concentration of greenhouse gases in the atmosphere，the temperature of the Earth and the albedo level.

22、Additionally，there is a graph representing the temperature fluctuations that occur as a result of students manipulations (Tinker，2005). In the final activity，students create a family plan to reduce their greenhouse gas emissions and recalculate their ecological footprint based on their planned behav

23、ior changes.在第三个活动,学生进行实验与可视化了解温室气体,云层和反照率。第四个活动是一个拼图活动，通过实验，一半的学生学习了云，另一半学习了反照率。老师随机分配学生对每个题目。在这些实验和反射的步骤,指出嵌入式提示学生生成假设,收集证据,得出结论,使新的和已有的思想之间的联系。第四个活动结束时,所有学生参与网上讨论分享他们的知识完成拼图活动,了解他们没有调查的因素。在第五个活动中,学生使用一个更复杂的可视化学习人口水平如何影响温室气体的排放和全球变暖。这种可视化方法可以让学生控制人口增长率和二氧化碳排放。他们操纵的结果将显示的数值表示大气中温室气体的浓度,地球的温度和反照率水平。

24、此外,有一个图表示温度波动发生由于学生操作(修改,2005)。在最后的活动,学生创建一个家庭计划减少温室气体排放和重新计算生态足迹基于计划行为变化。8 Students participated in the unit activities for five one-hour class periods in one week. The curriculum unit was enacted as a part of the teachers normal classroom instruction. The teacher served as the lead instructor. At

25、least one researcher was present in the classrooms to observe the enactment and to assist with technology issues. Following the unit activities, students individually completed a paper-and-pencil post-test comprising the same questions included in the pre-test. The pre-and post-test assessments last

26、ed Approximately 20 minutes each.学生在一周内参加五小时一班的单元活动。课程单元作为教师正常课堂教学的一部分而制定。老师担任首席教师。至少有一名研究人员在场，以观察制定和协助处理技术问题。在单元活动之后，学生们分别完成了考前测试中包含的相同问题的纸笔测验。测试前后的评估持续大约20分钟。Data analysis数据分析9 The main data were generated from students responses to eight open-ended questions included in the pre-and post-tests. Th

27、e first three questions assess students understanding of the target phenomena（the greenhouse effect and global warming）at a systemic level. Questions 1 and 2 ask students to describe the greenhouse effect and global warming. Question 3 asks them to describe the difference between the two.主要数据来自学生对8个

28、开放式问题的回答，这些问题包括在考试前和考试后。前三个问题在系统性水平评估学生的理解目标现象(温室效应和全球变暖)。问题1和2要求学生描述温室效应和全球变暖。问题3要求他们描述两者的区别。10 Question 4 assesses students alternative ideas about the factors that contribute to global warming. It includes a checklist of eight factors that are possible contributors. Students were asked to “Look a

29、t the list below and select all of the factors that you think have an effect on global warming.”Students received a score of one through six based on the number of correct selections. Questions 5，6 and 7 ask students to explain how particular components（albedo，clouds，and greenhouse gases）are involve

30、d in the greenhouse effect. The final question is a representation analysis prompt. It asks students to analyze how an actual greenhouse represents the scientific phenomenon, the greenhouse effect. 问题4评估学生关于导致全球变暖的因素的其他观点。它包括八个因素的清单，这些因素是可能的贡献者。学生们被要求“看看下面的列表，选择你认为对全球变暖有影响的所有因素”。学生们根据正确选择的数量，获得了1到6分

31、的分数。问题5、6和7问学生解释特定组件(反射率、云层和温室气体)参与温室效应。最后一个问题是一个表示分析提示。它要求学生分析一个实际的温室是如何代表科学现象的，温室效应。11 Students responses to all questions except Question 4 were coded using knowledge integration scoring rubrics（Table 2）. Each response received a score of zero through five based on the correctness of the expresse

32、d ideas and links between the ideas. Each rubric was created based on an analysis of the links present in a fully correct response to each question. 学生应对所有的问题,除了问题4编码使用知识集成得分评估准则(表2)。每一个反应都是根据表达的想法的正确性和思想之间的联系，从0到5的分数。每个标题都是基于对每个问题的完全正确回答的链接的分析而创建的。12 A group of researchers familiar with the curriculum unit design and the knowledge integration framework reviewed the rubrics and the example responses to ensure that the correct criteria would be applied to the data. Twenty percent of the tests were coded by a second researcher for reliability (97%). Discrepant cod