Exploring Ways to Transform Teaching Practices to Increase Native Hawaiian Students' Interest in STEM

探索转变教学实践的方法，以提高夏威夷原住民学生对 STEM 的兴趣

• 批准号: 1551502
• 负责人: Pauline Chinn
• 金额: $ 30万
• 依托单位: University of Hawaii
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-09-01 至 2018-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1551502&HistoricalAwards=false
• 关键词: Exploring; Ways; Transform; Teaching; Practices

The Discovery Research K-12 program seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics by preK-12 students and teachers, through research and development of innovative resources, models and tools. The project will integrate Native Hawaiian cross-cultural practices to explore ways to help teachers know about and know how to connect resources of students' familiar worlds to their science teaching. This research is needed since Native Hawaiians are often stereotyped as poor learners; the available STEM workforce falls short of meeting the demands of STEM employers in the state; and as the largest group of public school enrollees, data show a greater decline in percent of students meeting or exceeding proficiency in science at higher grade levels. This project will address these issues by transforming the ways teachers orient their teaching at the upper elementary and middle grades through professional development courses offered at the University of Hawaii at Manoa. The professional development model for teachers will be situated in the larger national and global contexts of an increasingly technology oriented, urbanized society with associated marginalization of indigenous people whose traditional ecological knowledge and indigenous languages are often overlooked. Guided by the cultural mental model theory and a mixed methods approach, data will be collected through document analysis, surveys, individual and focus group interviews, and pre-post assessments. This approach will capture initials findings about the influence of the professional development model on teaching and learning in science. The end products from this project will be an improved professional development model that is more sensitive to contexts that promote learning by Native Hawaiian students. It will also produce a survey instrument to assess student interest and engagement in science learning whose teachers will have participated in the professional development model being explored. Both outcomes will potentially be instrumental in changing the way approximately 2000 Native Hawaiian students learn about and become more interested in STEM fields through their natural world.

探索研究K-12项目旨在通过研究和开发创新资源、模型和工具，显著提高pre -12学生和教师对科学、技术、工程和数学的学习和教学。该项目将结合夏威夷原住民的跨文化实践，探索帮助教师了解和知道如何将学生熟悉世界的资源与他们的科学教学联系起来的方法。这项研究是有必要的，因为夏威夷原住民经常被认为是学习能力差的人；可用的STEM劳动力无法满足该州STEM雇主的需求；作为公立学校入学人数最多的群体，数据显示，在高年级达到或超过科学熟练程度的学生比例下降幅度更大。该项目将通过夏威夷大学马诺阿分校提供的专业发展课程，改变教师在小学高年级和初中的教学方式，解决这些问题。教师的专业发展模式将置于一个日益以技术为导向的城市化社会的更大的国家和全球背景下，与此相关的是土著人民的边缘化，他们的传统生态知识和土著语言往往被忽视。在文化心理模型理论和混合方法的指导下，将通过文献分析，调查，个人和焦点小组访谈以及前后评估来收集数据。这种方法将捕捉有关专业发展模式对科学教学影响的初步发现。这个项目的最终成果将是一个改进的专业发展模式，对促进夏威夷土著学生学习的环境更加敏感。它还将制定一项调查工具，以评估学生对科学学习的兴趣和参与程度，这些学生的教师将参与正在探索的专业发展模式。这两个结果都可能有助于改变大约2000名夏威夷原住民学生通过自然世界了解STEM领域并对其更感兴趣的方式。