Science in Action: Understanding and Sustaining Student Engagement in Environmental Science in Urban, Poverty-Impacted Schools

项目概述：科学在行动：理解和维持受贫困影响的城市学校中学生对环境科学的参与是对科学与工程教育研究与评估（REESE）计划的一项建议，该计划旨在研究领域知识、读写能力和教室和学校的社会背景如何在受贫困影响的城市高中中提供和限制学生参与和学习基于项目的环境科学课程。这门课程是与一个郊区学区共同设计的，名为“基于项目的学习进阶环境科学”（PBL-APES）。在这个为期2.5年的中期实证项目中，研究人员提出了PBL-APES向两个不同的、受贫困影响的城市地区的迁移。将采用基于设计的实施研究方法来开发和测试生产性学科参与的具体支持，以解决研究者和其他人在城市环境中观察到的广泛的学生素养和领域知识。

PROJECT SUMMARYScience in Action: Understanding and Sustaining Student Engagement in Environmental Science in Urban, Poverty-Impacted Schools is a proposal to the Research and Evaluation on Education in Science and Engineering (REESE) program to study how domain knowledge, literacy, and the social context of classrooms and schools afford and constrain student engagement and learning in a project-based environmental science course in urban, poverty-impacted high schools. The course concerned, Project-Based Learning Advanced Placement Environmental Science (PBL-APES), was co-designed with a suburban school district. The investigators propose in this (2.5 year, medium empirical) project to study the migration of PBL-APES to two diverse, poverty-impacted urban districts. A design-based implementation research approach will be employed to develop and test specific supports for productive disciplinary engagement that address the wide range of student literacy and domain knowledge that the investigators and others have observed in urban settings.