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

智力优势：北伊利诺伊大学提出了一个传播项目，与美国的高中科学教师、职前科学教师和科学教师教育者分享关于男孩和女孩动机过程的发现和影响。传播的主要研究成果来自“即时科学项目”（scio, HRD-0827526）。SciMo项目通过课堂观察、视频、调查、访谈和体验抽样等方式收集数据，记录了高中男女学生在科学课程中的日常体验和活动。体验抽样是一种数据收集方法，学生在课堂上对振动寻呼机发出的信号作出反应，提供他们在科学方面的主观体验的多种报告。数据揭示了学生在科学课堂上的生活体验中存在系统性的性别差异，包括学生对特定学习情境的内在反应，以及他们与科学教师日常互动的质量。一些被认为是关键动机过程的认知和情感因素（如挑战、相关性、目标取向、能力信念）在男生和女生身上的作用不同，这表明女生在动机上处于劣势。对课堂视频数据的分析显示，对女孩的偏见依然存在。拟议的项目将传播从SciMo和相关项目中获得的关于学生科学动机过程的关键信息，以一种易于获取、实用、可供各种利益相关者使用的方式，并赋予教育系统中各级教育工作者权力。制作的产品包括：1)一本关于如何提高高中男女学生学习科学的动力的书（包括基础知识、实际应用和自学材料）；2)辅助演示材料（幻灯片和讲义），用于专业发展研讨会，并与家长分享；3)对书中讨论的教学实践和活动进行视频演示。材料将通过针对专业科学教师组织的多种传播策略免费分发给广大受众。材料将以硬拷贝、电子格式的光盘和通过交互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所需的资源，以了解和影响学生的科学动机。传播的材料对高中科学教育的教学实践、课程设计和课程设置都有实质性的影响。为广大科学教师提供关于动机的研究性知识和实践，对社会的好处是，每一位应用这些知识的教师在其职业生涯中都会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相关的问题，该项目可能会导致女性对STEM教育和职业的更广泛兴趣和参与。

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.