Boston Energy in Science Teaching (BEST)

波士顿能源科学教学（最佳）

• 批准号: 0928666
• 负责人: Robert Chen
• 金额: $ 210万
• 依托单位: University of Massachusetts Boston
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-08-01 至 2014-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0928666&HistoricalAwards=false
• 关键词: Boston; Energy; Science; Teaching; BEST

The Boston Energy in Science Teaching (BEST) project is a Phase II MSP that explores the use of one of the organizing principles of science, Energy, as a vehicle to extend and research how teacher in-depth conceptual understanding translates into deeper student engagement, exposition and learning of science. This innovative focus on Energy will allow the Partnership to examine how fundamental organizing principles (e.g., energy, models, scale, systems, and constancy/change) can be used to better teach science at the elementary through the undergraduate level. The BEST Partnership is comprised of the University of Massachusetts-Boston (UMB), the Boston Public Schools (BPS), Northeastern University (NEU), and Roxbury Community College (RCC). The Educational Development Center (EDC) and UMB conduct the BEST educational research and the Program Evaluation Research Group at Lesley University provides the independent project evaluation. The BEST project researches whether and to what extent participation in concept-driven vs. discipline-driven professional development improves grade 3-8 science teachers and university faculty members conceptual understanding, the nature of their instruction, the outcomes of their students, and/or faculty members' interactions with teachers, as well as their thinking about their own research.The BEST theory of action exemplifies the hypothesis that in order to understand how the world works, people require a deep understanding of the fundamental concepts of science, a broad base of scientific observations, and a multi-dimensional and coherent approach to learning. It recognizes, however, that current science curricula, course materials, and university science departments are predominantly organized into single scientific disciplines. Teachers and students, especially at the intermediate level (grades 3-8), are re-teaching and re-learning the same concepts within disciplinary silos. These conceptual disconnects and the segregated way of teaching fail to take advantage of the innate curiosity students bring to learning and the real-world connections that they experience daily. At the same time, huge advances in science and technology have recently resulted from a new emphasis on "interdisciplinary" or "cross-disciplinary" research. Therefore, the BEST Partnership effort hypothesizes that similar advances in science learning can be made for teachers and their students through a new emphasis on the foundational concepts that straddle all science disciplines. The Partnership extends and modifies two of its Phase I successful strategies, Contextualized Content Courses (CCC) and Collaborative Coaching and Learning in Science (CCLS), by using Energy, a theme that integrates the fundamental concepts that pervade science, to develop better teaching of science at elementary through undergraduate levels. The BEST vision is one of a growing community of STEM higher education faculty that works side-by-side with K-12 teachers in science education reform; Boston teachers having a deep sense of the organizing principles of science and their connection to disciplinary curricula; and students from all backgrounds entering and remaining in the STEM pipeline supported by the Boston Science Partnership. The goals of this Partnership are to 1) better understand how increasing teacher knowledge increases student achievement and research why the BEST model is effective, 2) increase teacher understanding of science and therefore teacher efficiency and effectiveness at teaching existing curricula, 3) engage disciplinary higher education faculty in a deep discussion of cross-disciplinary research and science education in order to spark new research directions and center institutional changes in STEM education, and 4) increase student interest and achievement in science in the intermediate grades. The BEST project will result in an innovative instructional approach integrating the theme of Energy, a science education masters degree, a growing community of strong science educators, a highly effective and innovative professional development model for both college faculty and teachers which will be disseminated to other university-school district partnerships, and significant research on teaching and learning.

波士顿能源在科学教学（BEST）项目是第二阶段MSP，探索使用科学的组织原则之一，能源，作为一种工具来扩展和研究教师深入的概念理解如何转化为更深层次的学生参与，科学的阐述和学习。 这种对能源的创新性关注将使伙伴关系能够审查基本组织原则（例如，能量、模型、尺度、系统和恒定性/变化）可以用于更好地在小学到本科阶段教授科学。 最佳合作伙伴包括马萨诸塞大学波士顿分校（UMB），波士顿公立学校（BPS），东北大学（NEU）和罗克斯伯里社区学院（RCC）。 教育发展中心（EDC）和UMB进行最好的教育研究，莱斯利大学的项目评估研究小组提供独立的项目评估。 最好的项目研究是否以及在多大程度上参与概念驱动与学科驱动的专业发展提高3-8年级科学教师和大学教师的概念理解，他们的教学性质，他们的学生的结果，和/或教师与教师的互动，以及他们对自己研究的思考。最好的行动理论证实了这样一个假设，即为了理解世界是如何运作的，人们需要深刻理解科学的基本概念，广泛的科学观察基础，以及多维度和连贯的学习方法。 然而，它认识到，目前的科学课程，教材和大学的科学部门主要是组织成单一的科学学科。 教师和学生，特别是中级（3-8年级）的教师和学生，正在学科筒仓内重新教授和重新学习相同的概念。 这些概念上的脱节和隔离的教学方式未能利用学生对学习的天生好奇心和他们每天经历的现实世界的联系。 与此同时，最近由于重新强调“跨学科”或“跨学科”研究，科学和技术取得了巨大进步。 因此，最佳伙伴关系的努力假设，在科学学习的类似进展，可以为教师和他们的学生通过一个新的重点，跨越所有科学学科的基本概念。 该伙伴关系扩展和修改了其第一阶段的两个成功战略，即情境化内容课程（CCC）和科学协作辅导和学习（CCLS），通过使用能源，一个整合了贯穿科学的基本概念的主题，在小学到本科阶段发展更好的科学教学。最好的愿景是一个不断增长的STEM高等教育教师社区，与K-12教师并肩工作，进行科学教育改革;波士顿教师对科学的组织原则及其与学科课程的联系有深刻的认识;来自各种背景的学生进入并留在波士顿科学合作伙伴关系支持的STEM管道中。 该伙伴关系的目标是：1）更好地了解教师知识的增加如何提高学生的成绩，并研究为什么最佳模式是有效的，2）提高教师对科学的理解，从而提高教师在教授现有课程时的效率和效力，3）让学科高等教育教师深入讨论交叉-学科研究和科学教育，以激发新的研究方向和中心的STEM教育制度的变化，和4）提高学生的兴趣和成就在科学的中间年级。BEST项目将产生一种创新的教学方法，将能源，科学教育硕士学位，强大的科学教育工作者的不断增长的社区，为大学教师和教师提供高效和创新的专业发展模式，并将传播到其他大学-学区合作伙伴关系，以及对教学和学习的重要研究。