Integrating Science with Mathematics and Engineering: Linking Home and School Learning for All Young Learners

学龄前儿童很少有机会参与有意义的科学、技术、工程和数学（STEM）学科。在为资源匮乏的低收入社区儿童提供服务的项目中尤其如此。本研究旨在探讨科学、数学和工程的整合，并开发资源，为学龄前儿童提供整合的STEM学习体验。这项研究还将调查家庭和学校学习之间的联系，并将开发资源，加强儿童在学校和家庭的经历。这将包括调查和设计双语学习者的需求，他们在公共学前教育项目中占很大（而且还在不断增长）的比例。该项目由探索研究preK-12项目（DRK-12）资助，旨在通过研究和开发创新资源、模型和工具，显著提高preK-12学生和教师对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（DBR），研究人员将：(1)制定学习蓝图，指导课堂和家庭学习资源的设计。(2)与来自低收入社区以及文化和语言多样化社区的教师和家长共同设计资源。(3)与合作教师和家长进行一系列形成性的试点研究。(4)在幼儿园教室和家庭进行准实验实地研究，考察实施情况和学习效果。数据来源将包括对教室和家庭的观察，对教师和家长的调查和访谈，以及儿童学习评估。分析将包括定性方法，以检查课堂和家庭资源的互动和参与模式，以及定量方法，以检查儿童的学习，说明数据的多层次结构。该项目涉及数字承诺全球、教育发展中心、WGBH和加州和纽约的多个早期儿童项目之间的合作。预计共有28个幼儿园、56名教师、208个家庭和560名儿童参加。该项目的结果旨在帮助理解幼儿如何学习STEM，学校和家庭的成年人如何支持儿童早期STEM学习，以及哪些支持对不同的学习者特别有用。研究结果还可以突出设计原则，为未来早期STEM教育的研究和开发工作提供信息，将媒体和技术结合起来。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Children in preschool programs have few opportunities to engage meaningfully in science, technology, engineering, and mathematics (STEM) disciplines. This is especially true in programs serving children from low-income communities, where resources are scarce. This study will investigate the integration of science with mathematics and engineering and develop resources that provide preschool children with integrated STEM learning experiences. The study will also investigate the connection between home and school learning and will develop resources that strengthen children's experiences at school and home. This will include investigating the needs of and designing for dual language learners who represent a large (and growing) proportion of the population served in public preschool programs. 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. Using design based research (DBR), the researchers will: (1) Develop learning blueprints to guide the design of classroom and family learning resources. (2) Co-design resources with teachers and parents from low-income as well as culturally and linguistically diverse communities. (3) Conduct a series of formative pilot studies with partner teachers and parents. (4) Conduct a quasi-experimental field study in preschool classrooms and homes to examine both implementation and learning outcomes. Data sources will include observations in classrooms and homes, surveys and interviews with teachers and parents, and child learning assessments. Analysis will include qualitative approaches to examine patterns of interaction and engagement with resources in classrooms and homes, as well as quantitative approaches to examine children's learning accounting for the multilevel structure of the data. The project involves a collaboration between Digital Promise Global, Education Development Center, WGBH and multiple early childhood programs in California and New York. A total of 28 preschool centers, 56 classroom teachers, 208 families and 560 children are expected to participate. Results from this project are intended to inform understanding of how young children learn STEM, how adults at school and home can support children's early STEM learning, and what supports are useful to diverse learners specifically. Results could also highlight design principles that can inform future early STEM education research and development efforts integrating media and technology.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.