Ramping Up Accessibility in STEM: Inclusively Designed Simulations for Diverse Learners

提高STEM的可及性：面向不同学习者的包容性设计的物理教育技术(PHET)模拟探索研究K-12课程(DRK-12)旨在通过研究和开发创新资源、模型和工具(RMT)，显著提高K-12年级学生和教师的科学、技术、工程和数学(STEM)的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，这些研究和开发工作为拟议的项目提供了理论和经验证明。该项目将汇集模拟设计和可访问性方面的领导者，为包括感觉、行动或学习障碍的不同中学生开发和研究交互式科学模拟。由此产生的模拟和研究结果将有助于解决残疾学生和非残疾学生在科学成就方面存在的巨大差距。物理教育技术(PHET)交互模拟项目(科罗拉多博尔德大学)将开发和研究全世界教师和学生使用的交互科学和数学模拟。包容性设计研究中心(OCAD大学，安大略省多伦多)是包容性设计技术的国际领先者，目标是为包括残疾人和非残疾人在内的各种人类多样性进行设计。项目团队将共同参与迭代设计过程，以开发创新的解决方案，使教育模拟的高度交互环境同时直观、可访问并支持科学中的探索和发现实践。开发工作将重点放在三个包容性模拟上，并优化几个包容性模拟功能的设计和实现，包括键盘导航、屏幕阅读器的听觉描述、使用非语音声音提供反馈(发声)以及使用辅助技术(AT)设备控制模拟的能力。对于每个模拟，将为教师编制专业发展材料，包括课堂活动和用户指南，以支持教师在课堂上有效地使用包容性设计的模拟。通过新的研究，该项目将寻求了解：1)包容性模拟如何支持残疾学生从事科学实践，2)残疾学生和非残疾学生如何利用包容性模拟学习STEM内容，以及3)学生如何通过包容性模拟参与残疾学生和非残疾学生之间的协作学习。研究人员将通过对不同学生的个别采访来仔细研究这些问题。由此产生的资源、模型和工具将为包容性设计的互动课程、教育游戏和评估工具提供范例和重要的构建块。由此产生的模拟、研究结果、设计指南和范例将通过项目团队和顾问合作伙伴网络、教育资源网站和教育工作者专业组织传播。

Ramping Up Accessibility in STEM: Inclusively Designed Physics Education Technology (PhET) Simulations for Diverse LearnersThe Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.This project will bring together leaders in simulation design and accessibility to develop and study interactive science simulations for diverse middle school students including those with sensory, mobility, or learning disabilities. The resulting simulations and research findings will help to address the significant disparity that exists between the achievement in science by students with and without disabilities. The Physics Education Technology (PhET) Interactive Simulations project (University of Colorado Boulder) will develop and research interactive science and math simulations used by teachers and students around the world. The Inclusive Design Research Centre (OCAD University, Toronto, Ontario) is an international leader in inclusively designed technology, with the goal of designing for the full range of human diversity including those with and without disabilities. Together, the project team will engage in an iterative design process to develop innovative solutions for making the highly interactive environment of an educational simulation simultaneously intuitive, accessible, and supportive of exploration and discovery practices in science. Development efforts will focus on three inclusive simulations and optimize the design and implementation of several inclusive simulation features, including keyboard navigation, auditory descriptions for screen readers, the use of non-speech sounds to provide feedback (sonification), and the ability to control the simulation with assistive technology (AT) devices. For each simulation, professional development materials for teachers, including classroom activities and user guides, will be developed to support teachers in effectively using the inclusively designed simulations in their classrooms. Through new research, this project will seek to understand: 1) how inclusive simulations can support students with disabilities to engage in science practices, 2) how students with and without disabilities utilize inclusive simulations for learning STEM content, and 3) how students can engage in collaborative learning between students with and without disabilities - with an inclusive simulation. Researchers will use individual interviews with diverse students to closely examine these questions. The resulting resources, models, and tools will provide exemplars and important building blocks for an inclusively designed interactive curriculum, educational games, and assessment tools. Resulting simulations, research findings, design guidelines, and exemplars will be disseminated through the project team and advisor partner networks, education resource websites, and educator professional organizations.