Promoting Equity and Inclusion in STEM Curriculum Design
Promoting Equity and Inclusion in STEM Curriculum Design
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促进 STEM 课程设计的公平性和包容性
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发表时间：
2020
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通讯作者：
Nonye Alozie
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作者：
Reina Fujii;K. McElhaney;Nonye Alozie
我们描述了一种设计STEM课程活动的原则方法，将公平和包容（EI）置于从实例化到发展的设计过程的最前沿。我们通过设计符合美国下一代科学标准（NGSS）的课程单元和专注于支持学生参与和使用语言的EI框架来说明这一过程。这个过程确定了有用的方法来为教学设计师提供清晰的设计指导。随着STEM课堂越来越多样化，学生来自不同背景（如种族、性别、身体能力和社会经济地位），STEM课程材料需要公平和包容（EI），以扩大STEM的参与。促进EI是指通过(1)提供符合学生特定需求的有意和适当的资源(2)与学生的背景和先前经验相关的资源，为不同的学生提供学习机会。当代STEM教育框架，如NGSS （NGSS领导国家，2013年）和K-12计算机科学框架（2016年），强调需要在整合学科内容和实践的同时提供公平的教学机会。我们描述了一种原则性的方法，将EI从实例化到发展置于STEM课程材料设计的最前沿。设计视角我们的设计方法以证据为中心的设计（ECD）为基础（Mislevy & Haertel, 2006），并支持EI框架在课程材料设计中的整合。ECD帮助设计师阐明设计决策背后的基本原理，并将其与学生熟练程度的证据联系起来。我们的EI观点来自于对具有广泛经验和教学需求的学习者的支持的实证研究（例如，Rose, Meyer, & Hitchcock, 2005）。我们使用NGSS性能期望（pe）作为目标学习目标的示例，说明EI如何集成到设计过程的每个步骤中（图1）。图1所示。在符合ngss的课程活动中促进公平和包容的设计过程示意图。第一步：确定学习目标并制定情商原则这个过程从学习标准开始，这些标准是正在设计的课程活动的目标。我们的设计方法为提高性能维度（如学科核心思想、实践和横切概念）的熟练程度提供了指导。其次，设计师必须结合一个框架，阐明重点EI原则，以整合到课程设计中。我们的特殊框架侧重于促进学生参与和提供语言支持的原则，使所有学生更容易获得课程（Alozie, et al., 2018）。促进参与以相关和/或真实的方式将科学学习与学生的背景和以前的经验联系起来。语言支持使具有不同语言背景的学生能够更好地参与课程活动。EI框架反映了设计师为特定学习目标或学习环境而设计的具体承诺，并为设计和开发过程的所有后续步骤提供决策信息。ICLS 2020 Proceedings 1747©ISLS步骤2：进行领域分析并创建EI文档领域分析需要首先对实现学习目标的每个维度所需的知识和技能信息进行解压缩。为了确保公平设计，我们还在步骤1中应用EI框架来记录与每个维度相关的已识别知识和技能相关的特定EI挑战，并确定参与和语言支持以应对这些挑战。例如，为了支持学生参与人类对环境影响的学科核心思想，学生调查应该使用与学生日常生活相关的人类影响的真实例子。基于领域分析，我们明确了一组学习绩效陈述，这些陈述是较小的学习目标，整合了所有绩效维度（Harris et al., 2019），并构成课程活动序列的锚点。为了解决情商问题，学习表现可以改变学生通过强调不同的技能和经验来建立广泛学习目标的机会。例如，建模的实践为对课程材料的语言熟练程度较低的学生提供了另一种解释。由于学习表现涉及广泛学习目标的不同方面，因此适当的EI支持可能因学习表现而异。因此，我们将情商设计指南与学习绩效相结合，以支持特定学习绩效中维度的整合。例如，对于学习绩效进行调查以确定系统径流变量之间的关系，一个EI语言支持指南可以为学生表述系统径流变量之间的关系提供句子框架。第四步：发展和完善课程活动设计师可以应用EI设计指南，通过在设计之初结合指南中所代表的具体教学特征和观点，确保课程活动满足不同学生的需求。在课程活动开发完成后，由设计团队和/或独立专家进行审查，以确保适当地纳入EI指南。第五步：实施和反馈在课堂实施过程中，我们记录了教师和学生如何使用材料的观察结果，并通过调查和/或访谈收集教师和学生的关键反馈。这些观察和见解为随后的设计修订提供了信息，以改善材料对核心EI原则的遵守。使用ECD来指导课程设计，使课程开发者能够系统地将促进EI的特征和观点整合到课程活动的设计中，从而将内容和实践结合起来。我们的设计过程使课程设计师能够发展和融入他们自己的EI原则，以促进公平的学习机会。我们发现，遵循我们的EI流程有助于我们的设计团队在设计和开发过程中进行深思熟虑的EI讨论。此外，我们确定了学习性能作为一个潜在的有帮助的水平，以阐明既不太模糊也不太规定性的设计指导方针。
We describe a principled approach to designing STEM curricular activities that puts equity and inclusion (EI) at the forefront of the design process from its instantiation to its development. We illustrate this process using insights from designing a curriculum unit aligned with the US Next Generation Science Standards (NGSS) and an EI framework focused on supporting student engagement and use of language. The process identifies helpful ways to articulate design guidance for instructional designers. Introduction As STEM classrooms become increasingly diverse with students from various backgrounds (such as race, gender, physical abilities, and socioeconomic status), STEM curricular materials need to be equitable and inclusive (EI) in order to broaden STEM participation. Promoting EI refers to making learning opportunities accessible to diverse students by (1) providing intentional and appropriate resources that meet students’ specific needs and (2) relating to students’ backgrounds and prior experiences. Contemporary STEM education frameworks such as the NGSS (NGSS Lead States, 2013) and K-12 Computer Science Framework (2016) highlight the need to provide equitable instructional opportunities while integrating disciplinary content and practices. We describe a principled approach that puts EI at the forefront of STEM curricular materials design from its instantiation to its development. Design perspectives Our design approach is grounded in evidence-centered design (ECD) (Mislevy & Haertel, 2006) and supports the integration of EI frameworks in the design of curricular materials. ECD helps designers articulate the underlying rationales behind design decisions and links them to evidence of student proficiency. Our EI perspective is informed by empirical research on supporting learners with wide-ranging experiences and instructional needs (e.g., Rose, Meyer, & Hitchcock, 2005). We illustrate how EI is integrated into each step of the design process (Figure 1) using NGSS performance expectations (PEs) as an example of target learning goals. Figure 1. Design process schematic for promoting equity and inclusion in NGSS-aligned curricular activities. Step 1: Identify learning goals and develop EI principles The process begins with the learning standards that are the target for the curriculum activities being designed. Our design approach provides guidance for promoting proficiency with performance dimensions such as disciplinary core ideas, practices, and crosscutting concepts. Second, designers must incorporate a framework that articulate the focal EI principles to be integrated into the curriculum design. Our particular framework focuses on the principles of fostering student engagement and providing language supports that make the curriculum more accessible to all students (Alozie, et al., 2018). Fostering engagement connects science learning to students’ backgrounds and prior experiences in ways that are relevant and/or authentic. Language supports enable students who have varied linguistic backgrounds to better participate in curricular activities. The EI framework reflects the designers’ specific commitments to designing for particular learning goals or learning contexts and inform decisions for all subsequent steps of the design and development process. ICLS 2020 Proceedings 1747 © ISLS Step 2: Conduct domain analysis and create EI documents Domain analysis entails first unpacking information about the knowledge and skills needed to achieve each dimension of the learning goals. To ensure equitable design, we also apply the EI framework in Step 1 to document specific EI challenges that relate to the identified knowledge and skills associated with each dimension and identify engagement and language supports to address those challenges. For example, to support students’ engagement with the disciplinary core idea of human impacts on the environment, the student investigation should use real-world examples of human impacts that relate to students’ everyday lives. Step 3: Create learning performances and EI design guidance Based on the domain analysis, we articulate a set of learning performance statements, which are smaller learning goals that integrate all performance dimensions (Harris et al., 2019) and constitute anchors for curriculum activity sequences. To address EI, learning performances can vary opportunities that students have to build toward broad learning goals by highlighting different skills and experiences. For example, the practice of modeling provides an alternative to explanation for students with low proficiency in the language of the curriculum materials. Because learning performances address different aspects of the broad learning goal, appropriate EI supports may differ from one learning performance to another. Therefore, we align EI design guidelines to the learning performances in order to support the integration of dimensions in a specific learning performance. For example, for the learning performance carry out an investigation to determine relationships among system runoff variables, an EI language support guideline could be to provide sentence frames for students’ formulation of relationships among system runoff variables. Step 4: Develop and refine curricular activities Designers can apply the EI design guidelines to ensure that curriculum activities address the needs of diverse students by incorporating specific instructional features and perspectives represented in the guidelines at the onset of design. After the curriculum activities are developed, a review (by the design team and/or an independent expert) ensures that EI guidelines are appropriately incorporated. Step 5: Implementation and feedback During classroom implementation, we document observations of how teachers and students use the materials and gather critical feedback from teachers and students using surveys and/or interviews. These observations and insights inform subsequent design revisions to improve the materials’ adherence to the core EI principles. Implications The use of ECD to guide curriculum design enables curriculum developers to systematically integrate features and perspectives that promote EI in the design of curricular activities that integrate content and practice. Our design process enables curriculum designers to develop and incorporate their own EI principles that promote equitable learning opportunities. We observed that following our EI process helped our design team engage in thoughtful EI discussions during design and development. Furthermore, we identified learning performances as a potentially helpful level to articulate design guidelines that are neither too vague nor too prescriptive.