Integrated Science-Literacy in Urban Early Elementary Classrooms: Exploring Scientific Understandings and Discourse Genres

城市早期小学课堂的综合科学素养：探索科学理解和话语流派

• 批准号: 0411593
• 负责人: Maria Varelas
• 金额: --
• 依托单位: University of Illinois at Chicago
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-09-15 至 2008-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0411593&HistoricalAwards=false
• 关键词: Integrated; Science; Literacy; Urban; Early

This is a comprehensive program of educational research around teaching and learning of integrated science and literacy in primary (grades 1-3) urban classrooms. It builds on several years of preliminary, pilot work in 1st and 2nd grade Chicago classrooms that has resulted in several presentations and publications of emerging scholarship around two science topics' matter (different states of matter, changes from one state to another, the water cycle) and living things (plants and animals in different environments). This study will help to capture and understand the complexity of teaching and learning science integrated with literacy in diverse urban classrooms of young children. Such research is critical in the light of how little we know about science education in primary grades. The major interrelated objectives of the proposed research are to investigate: * how teacher and students construct shared knowledge on science topics in integrated units; * linguistic science language themes that children and teacher use and develop as they theorize about scientific phenomena, collect and analyze empirical evidence, and coordinate the two; * how informational texts inform and extend children's theoretical and empirical understandings of the science topics they explore; * the kinds of texts (and drawings) the children produce as part of their inquiries;how the children's ethnicity, culture, and gender influence and interact with the above issues; * the kinds of developmental routes that early elementary school children (grades 1-3) take in understanding science and the language of science; * how at-home, adult-child, science-literacy explorations that are shared and integrated in the curriculum affect children's development of science and science language knowledge, as well as how family members' involvement in these at home-experiences might enable them to foster and support children's education in these areas; and * the kinds of tensions that teachers confront in implementing such integrated units. Data sources will include: audio and video tapes of the various classroom activities and events described above, as well as audio-tapes of project staff meetings, teachers' research journals, and university-based researchers' field notes. In addition, written artifacts created by teachers and students (e.g., concept maps, posters, wall-charts) and various children's drawings and writings related to the integrated science-literacy inquiries are to be collected. Family members' responses to the at-home explorations will be gathered via surveys. The broader impacts of this research include: (1) promoting urban young children's opportunities to experience rich and meaningful teaching and learning, since the research explores pedagogical approaches and integrated curricular materials to enhance science/literacy education during the early elementary grades; (2) increasing the research capacity in science and literacy education of both graduate students and teachers; (3) uncovering and understanding factors that enhance the full participation of all Americans in the STEM enterprise; (4) highlighting approaches that can increase and strengthen participation by exploring scientific literacy and learning of low SES students of diverse ethnolinguistic backgrounds; and (4) informing researchers, policy-makers, and school- and university-based educators by disseminating in various ways the understandings gained through this study.

这是一个围绕城市小学（1-3 年级）综合科学和读写能力教学的综合教育研究计划。 它建立在芝加哥一年级和二年级课堂上几年的初步试点工作的基础上，围绕两个科学主题的物质（物质的不同状态、从一种状态到另一种状态的变化、水循环）和生物（不同环境中的植物和动物）发表了一些新兴学术的演讲和出版物。 这项研究将有助于捕捉和理解在不同的城市幼儿课堂中将科学教学与读写能力相结合的复杂性。 鉴于我们对小学科学教育知之甚少，此类研究至关重要。 拟议研究的主要相互关联的目标是调查：*教师和学生如何在综合单元中构建科学主题的共享知识； * 儿童和教师在对科学现象进行理论分析、收集和分析经验证据以及协调两者时使用和发展的语言科学语言主题； * 信息文本如何告知和扩展儿童对其探索的科学主题的理论和经验理解； * 孩子们作为询问的一部分而制作的文本（和图画）类型；孩子们的种族、文化和性别如何影响上述问题并与之相互作用； * 早期小学生（1-3年级）理解科学和科学语言的发展路线； * 课程中共享和整合的家庭、成人与儿童的科学素养探索如何影响儿童科学和科学语言知识的发展，以及家庭成员参与这些家庭体验如何使他们能够促进和支持儿童在这些领域的教育； * 教师在实施此类综合单元时面临的紧张局势。 数据来源将包括：上述各种课堂活动和事件的录音带和录像带，以及项目人员会议的录音带、教师的研究期刊和大学研究人员的现场笔记。 此外，还收集教师和学生创作的书面作品（例如概念图、海报、挂图）以及与综合科学素养探究相关的各种儿童绘画和写作。 家庭成员对家庭探索的反应将通过调查收集。 这项研究的更广泛影响包括：（1）促进城市幼儿有机会体验丰富而有意义的教学和学习，因为该研究探索了教学方法和综合课程材料，以加强小学早期的科学/素养教育； (2) 提高研究生和教师的科学和素养教育研究能力； (3) 发现和理解促进所有美国人充分参与 STEM 事业的因素； (4) 强调通过探索不同民族语言背景的低社会经济地位学生的科学素养和学习来增加和加强参与的方法； (4) 通过以各种方式传播通过本研究获得的理解，为研究人员、政策制定者以及学校和大学的教育工作者提供信息。