Fostering Equitable Science through Parental Involvement and Technology

该项目将推进学生和教师创新技术体验（ITEST）计划的努力，通过研究科学学习与学生STEM职业兴趣结果之间的关系，更好地理解和促进提高学生在科学、技术、工程或数学（STEM）领域追求职业的动机和能力的实践。以及少数族裔和移民父母通过技术增强的社会学习环境（SLE）的参与。该项目将使用SLE Flipgrid (flipgrid.com)，通过增加家庭对科学教育的参与来帮助调解成绩差距。我们还将支持中学科学教师利用家长在Flipgrid环境中分享的知识，进行严格的、具有文化响应性的科学教学。这项工作旨在实现三个主要目标：(1)通过丰富的技术经验，提高少数族裔和移民学生的科学学习、态度和参与度；(2)建立以学术为中心的有意义的科学教师、学生和家长/家庭伙伴关系；(3)增加少数族裔和移民父母对科学教育的参与。该项目的工作将在两所中学进行，这两所中学是明尼苏达州科学成就差距持续存在的例证。它将包括一个暑期教师专业发展研究所，正在进行的家长教师研讨会，以及制定、评估和改进的迭代周期，以告知Flipgrid活动和评估的设计。以及专业发展支持。本研究将采用受试者之间的混合方法设计，并在班级水平随机分配，以调查其主要研究问题并实现项目目标。数据来源包括家长报告（访谈、调查、家长-教师研讨会文物）和记录在案的实践（系统性红斑狼疮反应），以确定系统性红斑狼疮活动的有效特征，以及为增加少数族裔和移民父母参与而创造的文化空间。科学教师将SLE活动纳入课堂的证据也将被记录下来。学生学习的变化将通过项目设计的评估来评估，使用知识整合框架作为指导，衡量学生对SLE活动中目标概念和现象的理解。通过这些活动，该项目有可能促进目前对父母参与的理解，并改变人们对减少科学教育不平等和提高少数民族和移民学生STEM职业兴趣的看法。

This project will advance efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase students' motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM) by examining the relationship between science learning and STEM career interest outcomes for students, and racial minority and immigrant parental involvement via a technology-enhanced social learning environment (SLE). The project will use an SLE, Flipgrid (flipgrid.com), to help mediate the achievement gap by increasing familial involvement in science education. We will also support middle school science teachers in using knowledge shared by parents in the Flipgrid environment in rigorous and culturally responsive science instruction. The work intends to accomplish three major goals: (1) enhance the science learning, attitudes, and engagement of racial minority and immigrant students through technology-rich experiences; (2) create meaningful science teacher, student, and parent/family partnerships centered on academics; and (3) increase the science education involvement of racial minority and immigrant parents. The project work will take place in two middle schools that exemplify the persistent science achievement gap in Minnesota. It will include a summer teacher professional development institute, ongoing parent-teacher workshops, and iterative cycles of enactment, assessment, and refinement to inform design of the Flipgrid activities, assessments. and professional development supports. The research will employ a between-subjects, mixed methods design with random assignment at the class level to investigate its main research questions and meet project goals. Data sources include parent reports (interviews, surveys, parent-teacher workshop artifacts) and documented practices (SLE responses) to identify effective features of the SLE activities and the created cultural space for increasing racial minority and immigrant parental involvement. Evidence of the ways in which science teachers incorporate SLE activities in their classrooms will also be documented. Changes in student learning will be evaluated through project designed assessments using the Knowledge Integration Framework as guidance for measuring students understanding of concepts and phenomena targeted in the SLE activities. Through these activities, the project has potential to advance current understanding of parental involvement and transform how people think about reducing science education inequality and improving STEM career interest for minority and immigrant students.