Youth Participatory Science to Address Urban Heavy Metal Contamination

探索研究K-12项目（DRK-12）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。这个项目的重点是教师的工作和学习，因为他们让来自代表性不足群体的年轻人学习化学，这是一门与他们社区重金属污染相关的学科。该项目是芝加哥公立学校的教师、科学教育者、化学家和来自芝加哥伊利诺伊大学、西北大学、洛约拉大学的环境科学家以及芝加哥环境正义网络成员的合作项目。该项目意义重大，因为它利用了现有的伙伴关系，并以试点项目为基础，试点项目将通过对教师学习和实践的相应研究周期提供信息。该项目将芝加哥的教师和学生定位为变革者，他们有能力解决科学教育不平等和环境污染的危机，同时提高他们自己的理解和专业知识。该项目将研究影响教师让代表性不足的学生参与创新城市公民科学项目的能力的可塑因素，重点关注教师、学生、科学家和社区成员共同努力解决复杂的社会科学问题时产生的协同学习。其目标是向参与根据城市环境问题定制课程的高中化学教师提供智力和分析支持网络。该项目将利用一年一度的夏季研究所，合作者将制定收集土壤和水样的课程和程序。在该项目中，教师和学生将与大学科学家合作分析这些样本中的重金属，学生将在社区环境中分享他们的结果。研究设计将是多案例的，用于研究参与的教师在开发这些真实项目的过程中所学到的和调动的内容知识。该项目明确关注高中科学教师的专业发展，同时也旨在为代表性不足的高中学生在STEM领域创造丰富的学习机会。学生日常经历或社会科学问题中的情境化科学概念可能会对学生的动机和学习成果产生积极影响，但城市学生的经历不太可能反映在课程中，有效的中学科学教师在这些背景下的实践尚未得到充分研究。

The Discovery Research K-12 program (DRK-12) 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.This project is focused on the work and learning of teachers as they engage youth from underrepresented groups in studying chemistry as a subject relevant to heavy metal contamination in their neighborhoods. The project is a collaboration of teachers in the Chicago Public Schools, science educators, chemists, and environmental scientists from the University of Illinois at Chicago, Northwestern University, Loyola University, and members of the Chicago Environmental Justice Network. The project is significant because it leverages existing partnerships and builds on pilot projects which will be informed by a corresponding cycle of research on teachers' learning and practice. The project will position Chicago teachers and students as Change Makers who are capable of addressing the crises of inequity in science education and environmental contamination that matter deeply to them, while simultaneously advancing their own understanding and expertise. The project will examine the malleable factors affecting the ability of teachers to engage underrepresented students in innovative urban citizen science projects with a focus on the synergistic learning that occurs as teachers, students, scientists, and community members work together on addressing complex socio-scientific issues. The goal is to provide a network of intellectual and analytical support to high school chemistry teachers engaged in customizing curricula in response to urban environmental concerns. The project will use an annual summer institute where collaborators will develop curriculum and procedures for collecting soil and water samples. In the project, the teachers and students will work with university scientists to analyze these samples for heavy metals, and students will share their results in community settings. The study design will be multiple case and be used to study the content knowledge learned and mobilized by participating teachers as they develop these authentic projects. The project includes explicit focus on the professional development of high school science teachers while it also aims to create rich learning opportunities for underrepresented high school students in STEM fields. The contextualized science concepts within students' everyday experiences or socio-scientific issues will likely have a positive impact on student motivation and learning outcomes, but the experiences of urban students are less likely to be reflected by the curriculum, and the practices of effective secondary science teachers in these contexts are under-examined.