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Collaborative Research: Building Unique Inventions to Launch Discoveries, Engagement and Reasoning in STEM

协作研究：构建独特的发明来启动 STEM 领域的发现、参与和推理

基本信息

批准号：
1657123
负责人：
Martha Escobar
金额：
$ 19.01万
依托单位：
Oakland University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-03-15 至 2022-02-28
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1657123&HistoricalAwards=false
关键词：
Collaborative Research Building Unique Inventions

项目摘要

The Building Unique Inventions to Launch Discoveries, Engagement and Reasoning in STEM (BUILDERS) 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). The BUILDERS project will develop and test an innovative approach to engage high school students from underrepresented groups in STEM and their science teachers in timely and relevant STEM content, discourse and design applications to create technological solutions to address important ecological, agricultural, environmental and human health related issues within their communities. Grounded in a Learning STEM through Making theoretical framework, this endeavor presents a unique opportunity to closely examine the relationship between community-based problem solving and student motivation, awareness, self-efficacy, and career aspirations in STEM within Maker contexts in informal and formal settings. The current Making research has focused almost exclusively on learning in out-of-school time settings. The research conducted by the BUILDERS team will advance knowledge in a domain where such research is currently limited and will investigate the potential outcomes and impacts of a blended model that spans informal (summer, out-of-school time) and formal (academic year, during the school day) learning contexts, thereby extending NSF's investment in research and development in these areas.The BUILDERS project will expose high school science teachers and students to the Learning STEM through Making theoretical framework and promote STEM learning, interest, and career awareness through Making and collaborative community-based problem solving. Instead of teaching STEM concepts in isolation, the BUILDERS project will use highly interdisciplinary Maker activities to immerse 50 high school students and 8 teachers in its Summer Academy each summer and another 200 students through the teacher participants' science classrooms during the school year, for a potential study population of over 700 high school students and nearly 25 teachers. The research will explore several key questions: (a) Does immersion in a "Learning STEM by Making" experience increase students' competency, motivation, and persistence in STEM? (b) Does increased competency strengthen students' academic self-concept and perceived self-efficacy? (c) Does increased self-efficacy in STEM foster integration of STEM experiences into adolescents' emerging professional identity? (d) Does an emerging professional identity that incorporates STEM lead to students becoming agents that make academic choices to further strengthen their STEM identity? (e) Does teaching STEM concepts in a "Learning STEM by Making" environment affect teachers' own STEM identity and perceived capacity to serve as role models for their students? A mixed methods approach will be used to collect data at baseline and throughout the interventions, using surveys of students, and teacher interviews, writings, journal entries, and observations. Quantitative and qualitative analysis tools such as hierarchical regression models and NVIVO will be used to interpret, analyze, and present the data and findings. Observed patterns and trends will be quantified and reported. An iterative process will be employed that will permit hypotheses to be tested, accepted, rejected, and or revised. Further, an external evaluator will conduct formative and summative evaluations.The research and design aspects of this work are complemented by the potential to achieve significant broader impacts. The anticipated direct reach of over 700 high school students and teachers from underrepresented groups in STEM in two rural school districts is significant. Hundreds to thousands more will be reached through participant-created You-Tube videos, capstone presentations, prototype displays in a local STEM center, and open access to BUILDERS lessons generated and posted by teacher participants to the Alabama Learning Exchange (ALEX), an online statewide resource for Alabama school districts.

建设独特的发明，以启动发现，参与和推理在干（BUILDERS）项目将推进学生和教师的创新技术体验（ITEST）计划的努力，以更好地理解和促进实践，提高学生的动机和能力，追求科学，技术，工程或数学（STEM）领域的职业生涯。BUILDERS项目将开发和测试一种创新方法，让来自STEM代表性不足的群体的高中生及其科学教师参与及时和相关的STEM内容，话语和设计应用，以创建技术解决方案，解决社区内重要的生态，农业，环境和人类健康相关问题。基于通过制作理论框架学习STEM，这一奋进提供了一个独特的机会，可以密切研究基于社区的问题解决与学生动机，意识，自我效能感和职业抱负之间的关系，在非正式和正式环境中的Maker环境中。目前的制作研究几乎完全集中在校外时间设置的学习。BUILDERS团队进行的研究将在目前此类研究有限的领域推进知识，并将调查跨越非正式的混合模型的潜在结果和影响。（夏季，校外时间）和正式（学年，在校期间）学习环境，从而扩大NSF在这些领域的研究和开发投资。BUILDERS项目将使高中科学教师和学生接触学习STEM通过Making理论框架，促进STEM学习，兴趣和职业意识，通过Making和基于社区的协作问题解决。BUILDERS项目不是孤立地教授STEM概念，而是使用高度跨学科的Maker活动，每年夏天让50名高中生和8名教师沉浸在暑期学院中，另外200名学生在学年期间通过教师参与者的科学教室，潜在的研究人口超过700名高中生和近25名教师。这项研究将探讨几个关键问题：（a）沉浸在“通过制作学习STEM”的体验中是否会提高学生在STEM方面的能力，动机和坚持性？(b)能力的提高是否增强了学生的学业自我概念和自我效能感？(c)STEM自我效能的提高是否有助于将STEM经验融入青少年新兴的职业身份？(d)一个新兴的专业身份，包括干导致学生成为代理人，使学术选择，以进一步加强他们的干身份？(e)在“通过制作学习STEM”的环境中教授STEM概念是否会影响教师自己的STEM身份和作为学生榜样的感知能力？在基线和整个干预过程中，将使用混合方法收集数据，使用学生调查、教师访谈、写作、日记条目和观察。定量和定性分析工具，如分层回归模型和NVIVO将用于解释，分析和呈现数据和发现。将对观察到的模式和趋势进行量化和报告。将采用迭代过程，允许对假设进行测试、接受、拒绝和/或修订。此外，一名外部评价员将进行形成性和总结性评价，这项工作的研究和设计方面得到了实现更广泛的重大影响的潜力的补充。预计在两个农村学区，来自STEM代表性不足群体的700多名高中学生和教师的直接接触是重要的。通过参与者创建的You-Tube视频，顶点演示，当地STEM中心的原型展示，以及开放访问由教师参与者生成并发布到亚拉巴马学习交流（ALEX）的BUILDERS课程，将达到数百到数千人，ALEX是亚拉巴马学区的在线全州资源。