Educating the Imagination: A Studio Design for Transformative Science Learning

培养想象力：变革性科学学习的工作室设计

• 批准号: 1135120
• 负责人: Beth Warren
• 金额: $ 50万
• 依托单位: TERC Inc
• 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: 2011-10-01 至 2014-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1135120&HistoricalAwards=false
• 关键词: Educating; Imagination; Studio; Design; Transformative

TERC, in collaboration with the Boston Arts Academy is developing an innovative studio learning environment for students in grades 7-9. This pilot project focuses on object-centered inquiry about water and water-related problems of local and global significance. The project promotes student learning through multi-faceted studies involving hydrology, history, health, digital media, web-based artifact generation, real world data collection, interactions with scientists and artists, and community exhibitions of student work. The primary goal of the Educating the Imagination project is to develop a more effective model for engaging and improving the science learning and achievement of underrepresented urban students. Studio learning intentionally integrates experimentation with practices of analysis, interpretation, critique of work and conceptual development. During a four week summer studio program, students, guided by teachers and scientists, will produce research-based projects about water and create plans to exhibit their work in the Boston area during the school year. Students will be assessed along multiple dimensions ranging from the depth of their understanding of water science ideas, their ability to make claims and arguments, their use of multiple tools and modes of representation, and the quality of their presentations. Over a two year period researchers will collect data on the studio design model and student learning to determine which aspects of the studio are effective in engaging students in object-oriented inquiry related to important water science ideas and problems.Educating the Imagination will provide valuable insights about the studio design model and its application to promote science learning. In addition, this project directly addresses the problem of inequality in opportunities to learn and participate in science by developing and testing an innovative, non-traditional learning model with underrepresented urban students. The results of this project could significantly change how we think about and structure STEM learning environments in urban settings.

TERC与波士顿艺术学院合作，正在为7-9年级的学生开发一个创新的工作室学习环境。这一试点项目侧重于以对象为中心对具有地方和全球意义的水和与水有关的问题进行调查。该项目通过涉及水文学、历史、健康、数字媒体、基于网络的人工制品生成、现实世界数据收集、与科学家和艺术家的互动以及学生作品的社区展览等多方面的研究，促进学生的学习。教育想象力项目的主要目标是开发一种更有效的模式，以参与和改善未被充分代表的城市学生的科学学习和成绩。工作室学习有意将实验与分析、解释、批评工作和概念开发的实践相结合。在为期四周的暑期工作室项目中，学生们将在老师和科学家的指导下，制作关于水的研究项目，并制定计划，在学年期间在波士顿地区展示他们的作品。将从多个方面对学生进行评估，包括他们对水科学思想的理解深度、他们提出主张和论证的能力、他们使用多种工具和表达方式，以及他们陈述的质量。在两年的时间里，研究人员将收集关于工作室设计模式和学生学习的数据，以确定工作室的哪些方面在吸引学生参与与重要的水科学思想和问题有关的面向对象的探究方面是有效的。教育想象力将提供关于工作室设计模式及其应用以促进科学学习的有价值的见解。此外，该项目通过开发和测试城市学生代表性不足的创新非传统学习模式，直接解决了学习和参与科学的机会不平等的问题。该项目的结果可能会极大地改变我们对城市环境中STEM学习环境的看法和结构。