An Integrated Approach to Early Elementary Earth and Space Science

早期基础地球和空间科学的综合方法

• 批准号: 1813189
• 负责人: Linda Shore
• 金额: $ 43.14万
• 依托单位: Astronomical Society of the Pacific
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-09-01 至 2020-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1813189&HistoricalAwards=false
• 关键词: Integrated; Approach; Early; Elementary; Earth

State science standards increasingly emphasize the importance of engaging K-12 students directly in natural phenomena and providing opportunities to construct explanations grounded in evidence. Moreover, these state science standards introduce earth and space science content in the early elementary grades. This creates a critical need for new pedagogies, materials, and resources for science teachers in all grades, but the need is particularly urgent in grades K-3 where teachers have had little preparation to teach science, let alone astronomy. There is also growing consensus that when learning opportunities in formal and informal settings are closely aligned, children's science literacy is developed in ways greater than either setting can achieve alone. The investigators will study if, how, and under what circumstances an integration of literacy strategies, hands-on inquiry-based investigations, and planetarium experiences supports the development of science practices (noticing, recognizing change, making predictions, and constructing explanations) in early elementary level students. This project will generate knowledge about how astronomy-focused storybooks, hands-on investigations, and planetarium experiences can be integrated to develop age-appropriate science practices in very young children (noticing, recognizing change, making predictions, and constructing explanations). This project is funded by the Discovery Research preK-12 program (DRK-12), which seeks to significantly enhance the learning and teaching of STEM by preK-12 students and teachers, through research and development of innovative resources, models and tools. 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.Emergent research on the development of children's science thinking indicates that when young children are engaged with science-focused storybooks and activities that each highlight the same phenomenon, children notice and gather evidence, make predictions and claims based on evidence, and provide explanations grounded in the experiences provided to them. This project has two phases. In Phase 1, first and third grade teachers will be recruited. They will help identify specific learner needs as these relate to the earth and space science standards in their grade band, assist in the development and pilot testing of a prototype instructional sequence and supporting activities taking place within their classrooms and at a local planetarium. In Phase 2, the revised learning sequence and research protocol will be implemented with the same teachers and a new cohort of children. The mixed method research design includes video observations, teacher interviews, and teacher and student surveys. Data analysis will focus on science practices, connections across contexts (e.g., school and planetarium), and instructional adaptations. The project involves a research-practice collaboration between the Astronomical Society of the Pacific, Rockman & Associates, the Lawrence Hall of Science [University of California, Berkeley], and West Chester University.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

国家科学标准越来越强调让K-12学生直接接触自然现象的重要性，并提供机会以证据为基础进行解释。此外，这些国家科学标准在小学低年级引入了地球和空间科学内容。这为所有年级的科学教师创造了对新的教学方法、材料和资源的迫切需求，但在K-3年级，这种需求尤其迫切，因为教师几乎没有准备好教授科学，更不用说天文学了。人们还越来越一致地认为，当在正式和非正式环境中的学习机会紧密结合时，儿童的科学素养的发展方式比任何一种环境都无法实现的方式更好。研究人员将研究识字策略、基于实际操作的探究调查和天文馆体验的整合是否、如何以及在什么情况下支持小学早期学生的科学实践(注意、识别变化、预测和构建解释)的发展。这个项目将产生关于如何将以天文学为重点的故事书、实践调查和天文馆经验相结合的知识，以发展适合幼儿年龄的科学实践(注意、识别变化、做出预测和构建解释)。该项目由探索研究PREK-12项目(DRK-12)资助，该项目旨在通过研究和开发创新资源、模式和工具，显著提高Pre-K-12学生和教师的STEM学习和教学水平。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的项目提供了理论和经验证明。对儿童科学思维发展的紧急研究表明，当幼儿参与以科学为重点的故事书和活动时，这些故事书和活动都突出了相同的现象，儿童注意并收集证据，根据证据做出预测和主张，并根据提供给他们的经验提供解释。这个项目分为两个阶段。在第一阶段，将招聘一年级和三年级的教师。他们将帮助确定具体的学习者需求，因为这些需求与其年级等级中的地球和空间科学标准有关，协助制定和试行原型教学序列，并支持在其教室和当地天文馆内开展的活动。在第二阶段，将在相同的教师和新的儿童群体中实施经修订的学习顺序和研究方案。混合方法研究设计包括视频观察、教师访谈和师生调查。数据分析将侧重于科学实践、跨背景的联系(例如，学校和天文馆)以及教学适应。该项目涉及太平洋天文学会、Rockman&Amp；Associates、劳伦斯科学馆(加州大学伯克利分校)和西切斯特大学之间的研究-实践合作。该奖项反映了NSF的法定使命，并通过使用基金会的学术价值和更广泛的影响审查标准进行评估，被认为值得支持。