GSE/DIF: Empowering Teachers to Enhance Adolescents' Motivation for Science (E-TEAMS): Leveraging SciMo Findings for Lasting Classroom Change

GSE/DIF：授权教师增强青少年的科学动机 (E-TEAMS)：利用 SciMo 发现实现持久的课堂变革

• 批准号: 1102925
• 负责人: Jennifer Schmidt
• 金额: $ 37.5万
• 依托单位: Northern Illinois University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-05-01 至 2016-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1102925&HistoricalAwards=false
• 关键词: GSE; DIF; Empowering; Teachers; Enhance

Intellectual Merit: Northern Illinois University proposes a diffusion-dissemination project to share findings and implications regarding boys' and girls' motivational processes with high school science teachers, pre-service science teachers, and science teacher educators across the United States. The primary research findings to be diffused come from the Science-in-the-Moment Project (SciMo, HRD-0827526). The SciMo project documented the daily experience and activities of male and female students in high school science courses by gathering data through classroom observation, video, surveys, interviews, and Experience Sampling--a data collection method in which students provided multiple reports of their subjective experience in science in response to vibrating pagers which signaled them during class. Data illuminated systematic gender differences in the lived experience of students in science class, both in terms of students' internal reactions to specific learning situations and in the quality of their daily interactions with their science teachers. Several cognitive and affective factors presumed to be critical motivational processes (e.g., challenge, relevance, goal orientation, ability beliefs) operated differently for male compared to female students, and suggest a motivational disadvantage for girls. Analysis of classroom video data reveals continued bias against girls. The proposed project will disseminate critical information learned from SciMo and related projects about students' motivational processes in science in a way that is accessible, practical, usable by a variety of stakeholders, and empowering to educators at multiple levels in the education system.Products to be created include: 1) a book (containing foundational knowledge, practical applications, and self study materials) on how to enhance motivation for science among boys and girls in high school; 2) ancillary presentation materials (power point slides and handouts) to be used in professional development workshops and to share with parents; and 3) video demonstrations of the teaching practices and activities discussed in the book. Materials will be distributed at no cost to broad audiences using multiple dissemination strategies targeting professional science teacher organizations. Materials will be distributed in hard copy, electronic format on CD and through an interactive, multimedia web portal.Broader Impacts: The project will provide large numbers of science teachers and teacher-educators with the resources they need to understand and influence motivation for science among their students. The materials to be disseminated could have substantial effects on instructional practice, course design and curriculum in high school science education. The benefit to society of equipping a broad range of science teachers with research-based knowledge and practices about motivation is that each teacher that applies this knowledge could have a positive impact on the science motivation of hundreds of students over the course of her/his career. Because proposed materials will focus on issues related to gender and motivational processes in science, the project could result in broader interest and participation of women in STEM education and careers.

智力优势：北方伊利诺伊大学提出了一个扩散传播项目，分享研究结果和影响，对男孩和女孩的动机过程与高中科学教师，职前科学教师，科学教师教育工作者在美国各地。传播的主要研究成果来自Science-in-the-Moment项目（SciMo，HRD-0827526）。SciMo项目通过课堂观察、视频、调查、访谈和经验抽样收集数据，记录了高中科学课程中男女学生的日常经验和活动。经验抽样是一种数据收集方法，学生们提供了多份关于他们在科学方面的主观经验的报告，以回应在课堂上发出信号的振动寻呼机。数据显示，无论是在学生对特定学习情况的内部反应，还是在他们与科学教师的日常互动质量方面，科学课学生的生活经历都存在系统的性别差异。几个认知和情感因素被认为是关键的动机过程（例如，挑战、相关性、目标取向、能力信念）在男生和女生中的作用不同，表明女生在动机方面处于劣势。对课堂录像数据的分析表明，对女孩的偏见依然存在。拟议的项目将以一种可访问、实用、可供各种利益攸关方使用的方式传播从科学与信息运动和有关项目中了解到的关于学生在科学方面的动机过程的关键信息，并增强教育系统中各级教育工作者的能力。（1）一本书（包含基础知识、实际应用和自学材料），介绍如何增强高中男女生对科学的兴趣; 2）辅助教材（投影片及讲义），供专业发展工作坊使用及与家长分享;及3）以录影带示范书中讨论的教学方法及活动。将利用针对专业科学教师组织的多种传播战略，向广大受众免费分发材料。材料将以硬拷贝、CD电子格式和通过互动式多媒体门户网站分发。更广泛的影响：该项目将为大量科学教师和教师教育工作者提供他们所需的资源，以了解和影响学生的科学动机。这些教材将对高中科学教育的教学实践、课程设计和课程设置产生重大影响。为广泛的科学教师提供基于研究的知识和关于动机的实践对社会的好处是，每一位应用这些知识的教师都可以在她/他的职业生涯中对数百名学生的科学动机产生积极影响。由于拟议的材料将侧重于与科学中的性别和激励过程有关的问题，该项目可能会导致妇女对STEM教育和职业的更广泛的兴趣和参与。