Learning in Places: Field Based Science in Early Childhood Education

最近的证据表明，关于生态系统的推理和决策是一种文化活动，它影响着观察、证据使用和主张提出等核心科学实践的参与。该项目旨在开发一种创新的基于实地的科学学习方法，以支持不同文化背景的K-3年级学生进行复杂生态推理和解决相关问题的能力。为了提供丰富的学习环境，将创建户外学习花园，让学生、教师、园艺教育者和家庭参与活动，促进对水捕获和粮食安全等有形生态挑战的调查。该项目由发现研究K-12计划（DRK-12）资助，该计划旨在通过研究和开发创新资源、模型和工具（rmt），显著提高pre -12学生和教师对科学、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，为拟议的项目提供了理论和实证依据。采用基于设计的研究，项目团队将与教师、参与学生的家长和社区园艺教育者合作，共同设计和开发四个关键组成部分：1)K-3教室的实地课程单元；2)家庭和社区参与模式，加强实地科学学习中的文化相关性和公平性；3)教师专业发展的试点计划，为未来的扩大工作提供信息；4)解开学生学习和教师教学实践对儿童的支持的研究？美国复杂的生态推理和这种知识的文化背景。数据来源将包括视频、访谈、调查和学生创建的工件。混合方法将用于在多个层面上产生研究成果，包括：学生学习复杂的生态现象和基于实地的实践；课堂层面的学习和各年级示范单元的高杠杆教学实践协同设计对专业学习与实践的影响家庭和社区组织学习和参与实地科学教育。该项目将由华盛顿州西雅图的一个研究-实践-社区伙伴关系组织实施，包括学习科学家（华盛顿大学）、K-3教师和学校管理人员（西雅图公立学校）、园艺教育者（西雅图Tilth）和参与学生的家长。预计将有8所学校、32名教师、800名学生和32个家庭参加。

Recent evidence suggests that reasoning and making decisions about ecological systems is a cultural activity that impacts participation in the core scientific practices of observation, evidence use, and claims making. This project aims to develop an innovative field-based science learning approach that will support the capacity of culturally diverse students in Grades K-3 to engage in complex ecological reasoning and related problem solving. To provide rich learning environments, outdoor learning gardens will be created in which students, teachers, garden educators, and families participate in activities that facilitate the investigation of tangible ecological challenges such as water capture and food security. This project is funded by the Discovery Research K-12 program (DRK-12, which 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.Using design-based research, the project team will collaborate with teachers, parents of participating students, and community garden educators to collectively design and develop four key components: 1) field-based curricular units for K-3 classrooms; 2) a model of family and community engagement that strengthens cultural relevance and equity in field-based science learning; 3) a pilot program of teacher professional development that informs future scaling efforts; and 4) research that unpacks student learning and teacher instructional practices that support children?s complex ecological reasoning and the cultural contexts of such knowledge. Data sources will include video, interviews, surveys, and student-created artifacts. A mixed-methods approach will be used to produce research findings at multiple levels including: student learning about complex ecological phenomena and field-based practices; classroom-level learning and high-leverage teaching practices in model units at each grade level; impacts of co-design on professional learning and practice; and family and community organizations learning and engagement in field-based science education. The project will be carried out by a research-practice-community partnership in Seattle, Washington that includes learning scientists (University of Washington), K-3 teachers and school administrators (Seattle Public Schools), garden educators (Seattle Tilth), and parents of participating students. In total, eight schools, 32 teachers, 800 students, and 32 families are expected to participate.