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How much professional development is needed with educative curriculum materials? It depends upon the intended student learning outcomes

机译：教育课程材料需要多少专业发展？ 这取决于预期的学生学习结果

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Abstract >There is little consensus on the kinds and amounts of teacher support needed to achieve desired student learning outcomes when mathematics is inserted into science classrooms. When supported by educative curriculum materials (ECM) and heavy investment in professional development (PD), teachers implementing a unit designed around mathematical modeling of scientific mechanisms substantially increased students’ ability to make both qualitative and quantitative predictions (Schuchardt & Schunn, 2016). Because of concerns about equitable access to support resources, we investigated whether variations in PD support while retaining ECM could differentially affect two student learning outcomes: Quantitative Predictions and Qualitative Predictions. Two contrasts were performed examining: (1) the effect of reducing PD and (2) whether eliminating PD entirely caused further harm to student learning. Reducing and eliminating PD had no significant effect on student gains in Qualitative Predictions, suggesting ECM can be sufficient for teachers to support student learning of conceptual science content. However, student gains in Quantitative Predictions decreased significantly upon reducing PD; eliminating PD did not cause significant additional decreases. Combined, these findings suggest that amount of face‐to face PD support necessary to achieve student‐learning gains can vary depending on whether the practice requires application of qualitative science content or quantitative reasoning. </abstract> </span> <span class="z_kbtn z_kbtnclass hoverxs" style="display: none;">展开▼</span> </div> <div class="translation abstracttxt"> <span class="zhankaihshouqi fivelineshidden" id="abstract"> <span>机译：</span><Abstract XMLNS =“http://www.wiley.com/namespaces/wiley”type =“main”xml：lang =“en”> <标题类型=“main”>抽象</ title> >在将数学插入科学课堂时，就达到所需学生学习结果所需的教师支持的种类和数量几乎没有达成共识。当受教育课程材料（ECM）和专业发展的重投资（PD）提供支持时，在科学机制的数学建模中实施一个单位的教师大大提高了学生制定了定性和定量预测的能力（Schuchardt＆amp; Schunn，2016） 。由于对公平获取支持资源的担忧，我们调查了PD支持的变化，同时保留ECM可以差异地影响两个学生学习结果：定量预测和定性预测。进行了两次对比度检查：（1）减少PD和（2）是否完全造成了对学生学习的进一步危害的影响。减少和消除PD对学生在定性预测中没有显着影响，暗示ECM可以足以支持学生学习概念科学内容。然而，在减少PD时，定量预测中的学生提升显着下降;消除PD没有造成显着的额外减少。结合，这些研究结果表明，实现学生学习收益所必需的面对面PD支持的量可以根据实践是否需要适用定性的科学内容或定量推理而有所不同。</ p> </摘要> </span> <span class="z_kbtn z_kbtnclass hoverxs" style="display: none;">展开▼</span> </div> </div> <div class="record"> <h2 class="all_title" id="enpatent33" >著录项</h2> <ul> <li> <span class="lefttit">来源</span> <div style="width: 86%;vertical-align: text-top;display: inline-block;"> <a href='/journal-foreign-27921/'>《Science education》</a> <b style="margin: 0 2px;">|</b><span>2017年第6期</span><b style="margin: 0 2px;">|</b><span>共19页</span> </div> </li> <li> <div class="author"> <span class="lefttit">作者</span> <p id="fAuthorthree" class="threelineshidden zhankaihshouqi"> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Schuchardt Anita M.&option=202" target="_blank" rel="nofollow">Schuchardt Anita M.;</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Tekkumru‐Kisa Miray&option=202" target="_blank" rel="nofollow">Tekkumru‐Kisa Miray;</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Schunn Christian D.&option=202" target="_blank" rel="nofollow">Schunn Christian D.;</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Stein Mary Kay&option=202" target="_blank" rel="nofollow">Stein Mary Kay;</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Reynolds Birdy&option=202" target="_blank" rel="nofollow">Reynolds Birdy;</a> </p> <span class="z_kbtnclass z_kbtnclassall hoverxs" id="zkzz" style="display: none;">展开▼</span> </div> </li> <li> <div style="display: flex;"> <span class="lefttit">作者单位</span> <div style="position: relative;margin-left: 3px;max-width: 639px;"> <div class="threelineshidden zhankaihshouqi" id="fOrgthree"> <p>Department of Biology Teaching and LearningUniversity of MinnesotaMinneapolis MN USA;</p> <p>College of Education and Learning Systems InstituteFlorida State UniversityTallahassee Fl USA;</p> <p>Learning Research and Development CenterUniversity of PittsburghPittsburgh PA USA;</p> <p>Learning Research and Development CenterUniversity of PittsburghPittsburgh PA USA;</p> <p>Learning Research and Development CenterUniversity of PittsburghPittsburgh PA USA;</p> </div> <span class="z_kbtnclass z_kbtnclassall hoverxs" id="zhdw" style="display: none;">展开▼</span> </div> </div> </li> <li > <span class="lefttit">收录信息</span> <span style="width: 86%;vertical-align: text-top;display: inline-block;"></span> </li> <li> <span class="lefttit">原文格式</span> <span>PDF</span> </li> <li> <span class="lefttit">正文语种</span> <span>eng</span> </li> <li> <span class="lefttit">中图分类</span> <span><a href="https://www.zhangqiaokeyan.com/clc/697.html" title="教学理论">教学理论;</a></span> </li> <li class="antistop"> <span class="lefttit">关键词</span> <p style="width: 86%;vertical-align: text-top;"> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=educative curriculum materials&option=203" rel="nofollow">educative curriculum materials;</a> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=mathematical modeling&option=203" rel="nofollow">mathematical modeling;</a> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Next Generation Science Standards&option=203" rel="nofollow">Next Generation Science Standards;</a> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=professional development&option=203" rel="nofollow">professional development;</a> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=student learning&option=203" rel="nofollow">student learning;</a> </p> <div class="translation"> 机译：教育课程材料;数学建模;下一代科学标准;专业发展;学生学习; 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