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

科学在行动：理解和维持学生对城市贫困学校环境科学的参与

• 批准号: 1251595
• 负责人: Susan Nolen
• 金额: $ 149.99万
• 依托单位: University of Washington
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-10-01 至 2017-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1251595&HistoricalAwards=false
• 关键词: Science; Action; Understanding; Sustaining; Student

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.

项目概要科学在行动：理解和维持学生参与城市环境科学，受贫困影响的学校是对科学与工程教育研究与评估（REESE）计划的一项建议，旨在研究领域知识，识字率以及教室和学校的社会背景如何负担和限制学生参与和学习城市，受贫困影响的高中基于项目的环境科学课程。有关的课程，基于项目的学习先进安置环境科学（PBL-APES），是与郊区学区共同设计的。 研究人员建议在这个（2.5年，中等经验）项目中研究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，以开发和测试具体的支持生产性学科参与，解决广泛的学生识字和领域知识，调查人员和其他人在城市环境中观察到。