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Progression in Complexity: Contextualizing Sustainable Marine Resources Management in a 10th Grade Classroom

机译:复杂性的进步:在十年级课堂中将可持续的海洋资源管理情境化

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Sustainable management of marine resources raises great challenges. Working with this socio-scientific issue in the classroom requires students to apply complex models about energy flow and trophic pyramids in order to understand that food chains represent transfer of energy, to construct meanings for sustainable resources management through discourse, and to connect them to actions and decisions in a real-life context. In this paper we examine the process of elaboration of plans for resources management in a marine ecosystem by 10th grade students (15–16 year) in the context of solving an authentic task. A complete class (N = 14) worked in a sequence about ecosystems. Working in small groups, the students made models of energy flow and trophic pyramids, and used them to solve the problem of feeding a small community for a long time. Data collection included videotaping and audiotaping of all of the sessions, and collecting the students’ written productions. The research objective is to examine the process of designing a plan for sustainable resources management in terms of the discursive moves of the students across stages in contextualizing practices, or different degrees of complexity (Jiménez-Aleixandre & Reigosa International Journal of Science Education, 14(1): 51–61 2006), understood as transformations from theoretical statements to decisions about the plan. The analysis of students’ discursive moves shows how the groups progressed through stages of connecting different models, between them and with the context, in order to solve the task. The challenges related to taking this sustainability issue to the classroom are discussed.
机译:海洋资源的可持续管理提出了巨大的挑战。在课堂上处理这个社会科学问题,要求学生应用有关能量流和营养金字塔的复杂模型,以便理解食物链代表能量转移,通过话语构建可持续资源管理的意义,并将其与行动联系起来和现实生活中的决策。在本文中,我们研究了十年级学生(15至16岁)在解决真实任务的背景下制定海洋生态系统资源管理计划的过程。一个完整的课程(N = 14)按有关生态系统的顺序进行。学生们以小组形式工作,制作了能量流和营养金字塔的模型,并用它们解决了长期供养小社区的问题。数据收集包括所有会议的录像和录音,以及收集学生的书面作品。研究目的是根据学生在情境化实践中跨阶段的话语性移动或不同程度的复杂性来检查设计可持续资源管理计划的过程(Jiménez-Aleixandre&Reigosa International Science Education,14( 1):51-61 2006),理解为从理论陈述到计划决策的转变。对学生话语动作的分析显示了小组如何在连接不同模型,模型之间以及与上下文的连接过程中前进,以解决任务。讨论了将可持续性问题带到课堂上的挑战。

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