Integrating Chemistry and Earth Science

整合化学和地球科学

• 批准号: 1721163
• 负责人: Alan Berkowitz
• 金额: $ 125.82万
• 依托单位: Cary Institute of Ecosystem Studies, Inc.
• 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: 2017-08-15 至 2022-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1721163&HistoricalAwards=false
• 关键词: Integrating; Chemistry; Earth; Science

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 Integrating Chemistry and Earth science (ICE) project will design, develop, and test a new curriculum unit for high school chemistry courses that is organized around the question, "How does chemistry shape where I live?" The new unit will integrate relevant Earth science data, scientific practices, and key urban environmental research findings with the chemistry curriculum to gain insights into factors that support the approach to teaching and learning advocated by current science curriculum standards. The overarching goal of the project is to develop teacher capacity to teach and evaluate student abilities to use the practices of scientists and concepts from Earth science and chemistry to understand important phenomena in their immediate, familiar environments. The project has the potential to serve as a model for how to make cutting edge science directly accessible to all students. The project is a collaborative effort that engages scientists, science education researchers, curriculum developers, school curriculum and instruction leaders, and science teachers in the longer term challenge of infusing Earth science concepts and practices across the core high school science courses.Current guidelines and standards for science education promote learning that engages students in three interrelated dimensions: disciplinary core ideas, scientific practices, and crosscutting ideas. This project is guided by the hypothesis that when provided sustained opportunities to engage in three-dimensional learning experiences, in an integrated Earth science and chemistry context, students will improve in their ability to demonstrate the coordination of disciplinary core ideas, scientific practices, and crosscutting concepts when solving problems and developing explanations related to scientific phenomena. This project will employ a design based research approach, and during the two development-enactment-analysis-and-redesign cycles, the project team will collect student assessment data, teacher interview data, observational data from lessons, teacher surveys, and reflective teacher logbooks. These collected data will provide information about how teachers implement the lessons, what students do during the lessons, and what students learn from them that will lead to better design and a better understanding of student learning. This information will be used to inform the modification of lessons from cycle to cycle, and to inform the professional development materials for teachers. The research agenda for the project is guided by the following questions: 1. What are the design features of ICE lessons that support teachers in enacting three-dimensional instruction within the context of their classroom? 2. What are the design features of embedded three-dimensional assessments that yield useful classroom data for teachers and researchers regarding their students' abilities to integrate core ideas, scientific practices, and crosscutting concepts? 3. What is the nature of student learning related to disciplinary core ideas, scientific practices, and crosscutting concepts that results from students' engagement in ICE lesson sets? 4. What differences emerge in student engagement and learning outcomes for ICE lessons that incorporate local phenomena or data sets as compared to lessons that do not? 5. What contextual factors (i.e., school context, administrative support, time constraints, etc.) influence teachers' implementation of three-dimensional instruction embedded within ICE lessons?

探索研究K-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具（RMT），显着提高学前班学生和教师的科学，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，这些研究和开发工作为拟议项目提供了理论和经验依据。 这个整合化学和地球科学（ICE）项目将设计，开发和测试高中化学课程的新课程单元，该课程单元围绕以下问题组织：“化学如何塑造我居住的地方？“新单位将整合相关的地球科学数据，科学实践和关键的城市环境研究成果与化学课程，以深入了解支持当前科学课程标准所倡导的教学方法的因素。 该项目的总体目标是发展教师的教学能力，并评估学生利用科学家的实践和地球科学和化学概念来理解其直接熟悉环境中的重要现象的能力。 该项目有可能作为一个模型，如何使尖端科学直接接触到所有学生。 该项目是一项合作努力，吸引科学家，科学教育研究人员，课程开发人员，学校课程和教学领导者，以及科学教师在整个核心高中科学课程中注入地球科学概念和实践的长期挑战。目前的科学教育指导方针和标准促进学生在三个相互关联的方面参与学习：学科核心思想、科学实践和交叉思想。 该项目的指导假设是，当提供持续的机会，从事三维的学习经验，在综合地球科学和化学的背景下，学生将提高他们的能力，以展示学科的核心思想，科学实践和交叉概念的协调时，解决问题和发展相关的科学现象的解释。该项目将采用基于设计的研究方法，在两个开发-制定-分析-再设计周期中，项目团队将收集学生评估数据、教师访谈数据、课堂观察数据、教师调查和反思性教师日志。这些收集的数据将提供有关教师如何实施课程，学生在课程中做什么以及学生从中学到什么的信息，这些信息将导致更好的设计和更好地了解学生的学习。这些信息将用于为各周期的课程修改提供信息，并为教师的专业发展材料提供信息。 该项目的研究议程由以下问题指导：1。ICE课程的设计特点是什么，支持教师在课堂环境中实施三维教学？ 2.嵌入式三维评估的设计特点是什么？它为教师和研究人员提供了关于学生整合核心思想、科学实践和横向概念能力的有用课堂数据。3.什么是学生学习的本质与学科的核心思想，科学实践，并从学生的ICE课程集的参与结果横切概念？4.什么差异出现在学生的参与和学习成果的ICE课程，结合当地的现象或数据集相比，没有经验教训？5.什么背景因素（即，学校环境、行政支持、时间限制等）影响教师在ICE课程中实施三维教学？

项目成果

Exploring Modeling as a Context to Support Content Integration for Chemistry and Earth Science

探索建模作为支持化学和地球科学内容集成的背景

• DOI: 10.1021/acs.jchemed.1c00319
• 发表时间: 2021
• 期刊: Journal of Chemical Education
• 影响因子: 3
• 作者: Grooms, Jonathon;Fleming, Kevin;Berkowitz, Alan R.;Caplan, Bess
• 通讯作者: Caplan, Bess