PIRE: Crafting Optimal Learning in Science Environments

PIRE奖旨在提高中学科学教师在促进课堂参与活动方面的技能。最近，美国和芬兰都制定了新的科学标准，强调教学活动的价值，这些活动是有趣的，具有挑战性的，与学生相关的。生活和未来特别令人感兴趣的是，课堂上的课堂信息和教学任务阻碍了妇女、代表性不足的少数民族和有特殊需要的个人在STEM领域从事职业。该项目是美国和芬兰的研究人员和教师之间的合作，目的是：1）测量中学科学课学生的学术，社会和情感学习; 2）调查以新一代科学标准为模型的新科学教学形式的实施效果; 3）为美国和芬兰的学生、教师、教师教育工作者、研究人员，和政策领导人，以促进科学教师的专业发展和改善教师教育计划。计划中的教育交流项目将包括美国教师教育工作者、科学教师和科学教师实习生团队前往芬兰，与芬兰同行交流研究成果和教学专业知识。预计这些交流将扩大参与者？网络为他们提供更多的信息来源，以提高教师的专业精神，加深他们的STEM知识。为了利用美国和芬兰中学化学和物理教室中的科学活动，通过先前的研究表明，这些活动可以提高参与度和学习能力，该项目将创建一种教学干预措施，推进科学教育改革，特别是基于项目的学习，并将其与传统的科学教学技术进行比较。使用创新的单一案例研究设计和智能手机技术，本研究将测试当学生参与教学干预时，他们是否体验到科学对自己和社会以及科学学习的相关性增加？与教师合作，将在三年内创建和复制四个科学单位（每年增加新的学校，教师和学生）。到第三年年底，将进行一次更大规模的实地测试，在20所治疗高中的40个教室中实施干预措施，影响到代表不同背景的近2 000名学生（与对照人群相匹配）。这项工作从设计到实施，将在芬兰有类似年龄学生的学校共同进行。该奖项由教育和人力资源局学习研究司共同资助。

The PIRE award aims to enhance secondary science teachers' skills in promoting engaging activities in classrooms. Recently, both the United States and Finland have developed new science standards that stress the value of instructional activities that are interesting, challenging, and relevant to students? lives and futures. Of particular interest are the classroom messages and instructional tasks in classrooms that have discouraged women, underrepresented minorities, and individuals with special needs from pursuing careers in STEM fields. This project is a collaboration between researchers and teachers in the United States and Finland that: 1) measures the academic, social, and emotional learning of students in secondary science classes; 2) investigates the effect of the implementation of a new form of science instruction modeled after the new Next Generation Science Standards; and 3) creates an integrated exchange program between the United States and Finland for students, teachers, teacher educators, researchers, and policy leaders to foster the professional development of science teachers and improvement of teacher education programs. The planned educational exchange program will involve teams of U.S. teacher educators, science teachers, and science teacher interns traveling to Finland in order to exchange research findings and teaching expertise with their Finnish counterparts. It is anticipated that these exchanges will expand participants? networks providing them more sources of information to elevate the professionalism of teachers and deepen their STEM knowledge. To capitalize on science activities in secondary chemistry and physics classrooms in the United States and Finland that have been shown through prior research to enhance engagement and learning, the project will create an instructional intervention which advances reforms in science education, specifically project based learning, and compares it with conventional science instructional techniques. Using both innovative single case study design and smartphone technology this research will test when students participate in the instructional intervention do they experience an increase in science relevance both for themselves and society and science learning? Working with teachers, four science units will be created and replicated over a three year period (with additional new schools, teachers, and students in each successive year). By the end of year three a larger field test will be conducted in which the intervention will be implemented in 40 classrooms in twenty treatment high schools affecting nearly 2,000 students representing diverse backgrounds (with matched control populations). The conduct of this work, from its design to implementation, will be jointly undertaken in Finnish schools with similarly aged students. This award is cofunded by the Division of Research on Learning, Directorate for Education and Human Resources.