Collaborative Research: Design and Development of a K-12 STEM Observation Protocol

合作研究：K-12 STEM 观察协议的设计和开发

• 批准号: 1813342
• 负责人: Gillian Roehrig
• 金额: $ 87.25万
• 依托单位: University of Minnesota-Twin Cities
• 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 2023-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1813342&HistoricalAwards=false
• 关键词: Collaborative; Research; Design; Development; 12

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 will design and develop a new K-12 classroom observation protocol for integrated STEM instruction (STEM-OP). The STEM-OP will be developed for use in K-12 STEM settings. While the importance of integrated STEM education is established, there remains disagreement on models and effective approaches for integrated STEM instruction. This issue is confounded by the lack of observation protocols sensitive to integrated STEM teaching and learning to inform research to the effectiveness of new models and strategies. Existing instruments were not developed for use in integrated STEM learning environments. The STEM-OP will be designed to be used effectively by multiple stakeholders in a variety of contexts. Researchers will benefit from having the STEM-OP available for them to carry out research and continue to improve STEM education in a variety of ways. Existing instruments were not developed for use in integrated STEM learning environments. The STEM-OP and associated training materials will be available for use by other education stakeholders, such as K-12 teachers and district administrators, through a publicly available online platform. In brief, the STEM-OP will inform the instruction of integrated STEM in many contexts with the goal of improving integrated STEM education.The primary product of this project is the new observation protocol called STEM-OP for K-12 classrooms implementing integrated STEM lessons. The project will use over 500 integrated STEM classroom videos to design the STEM-OP. Using exploratory and confirmatory factor analysis, the STEM-OP will be a valid and reliable instrument for use in a variety of educational contexts. The research will explore the different ways that elementary, middle, and high school science teachers enact integrated STEM instruction. This study will shed light on the nature of STEM instruction in each of these grade bands and provide information building towards an understanding of learning progressions for engineering practices across grade bands. Research exploring how the nature of STEM integration changes from day to day over the course of a unit will provide critical information about the different sequencing and trajectories of STEM units. Examining how integrated STEM instruction unfolds over a full unit of instruction will inform the understanding of integrated STEM practices at both micro- and macro- levels of analysis. The STEM-OP and associated training materials will be available for use by other education stakeholders, such as K-12 teachers and district administrators, through a publicly available, which will be distributed via a publicly available, online platform that includes a training manual and classroom video for practice scoring.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.

Discovery Research K-12计划（DRK-12）试图通过研究和开发创新资源，模型和工具（RMTS）的研究和开发，以显着增强PreK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。 DRK-12计划中的项目基于STEM教育和先前的研发工作的基础研究，这些研究为拟议项目提供了理论和经验的理由。该项目将设计和开发用于集成STEM指导（STEM-OP）的新的K-12课堂观察协议。 STEM-OP将开发用于K-12 STEM设置。尽管建立了综合STEM教育的重要性，但在模型和综合STEM教学的有效方法上仍然存在分歧。由于缺乏对综合的STEM教学和学习敏感的观察方案，该问题使该问题与新模型和策略的有效性敏感。现有的仪器未开发用于集成的STEM学习环境中。 STEM-OP将设计为在各种情况下由多个利益相关者有效使用。研究人员将受益于使他们可以使用STEM-OP进行研究，并继续以各种方式改善STEM教育。现有的仪器未开发用于集成的STEM学习环境中。 STEM-OP和相关培训材料将通过公开可用的在线平台提供其他教育利益相关者，例如K-12教师和地区管理人员。简而言之，STEM-OP将在许多情况下为综合STEM的指示提供信息，以改善集成的STEM教育。该项目的主要产品是新的观察协议，称为STEM-OP，用于实施集成STEM课程的K-12教室。该项目将使用超过500个集成的STEM课堂视频来设计STEM-OP。使用探索性和验证性因素分析，STEM-OP将是一种有效且可靠的工具，可在各种教育环境中使用。该研究将探讨小学，中学和高中科学教师颁布综合STEM教学的不同方式。这项研究将阐明这些年级频段中的STEM教学的性质，并为了解跨等级乐队的工程实践的学习进展提供信息。研究探讨了茎整合的性质在单元过程中每天如何变化，将提供有关STEM单元不同测序和轨迹的关键信息。检查整个教学单位的综合STEM指导如何在微观和宏观分析中都了解对综合STEM实践的理解。 The STEM-OP and associated training materials will be available for use by other education stakeholders, such as K-12 teachers and district administrators, through a publicly available, which will be distributed via a publicly available, online platform that includes a training manual and classroom video for practice scoring.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.

项目成果

Computational participation and the learner‐technology pairing in K‐12 STEM education

K-12 STEM 教育中的计算参与和学习者与技术配对

• DOI: 10.1002/hbe2.220
• 发表时间: 2020
• 期刊: Human Behavior and Emerging Technologies
• 影响因子: 10.3
• 作者: Sivaraj, Ramya;Ellis, Joshua A.;Wieselmann, Jeanna R.;Roehrig, Gillian H.
• 通讯作者: Roehrig, Gillian H.

Beyond the basics: A detailed conceptual framework of integrated STEM

• DOI: 10.1186/s43031-021-00041-y
• 发表时间: 2021-01-01
• 期刊: Disciplinary and Interdisciplinary Science Education Research
• 作者: Roehrig, GH.

Toward a Productive Definition of Technology in Science and STEM Education.

• 发表时间: 2020
• 期刊: Contemporary Issues in Technology and Teacher Education Journal
• 作者: Joshua A. Ellis;J. Wieselmann;Ramya Sivaraj;G. Roehrig;E. Dare;Elizabeth A. Ring‐Whalen

Uncovering core dimensions of K-12 integrated STEM

揭示 K-12 集成 STEM 的核心尺寸

• 发表时间: 2023
• 期刊: Research in Integrated STEM Education
• 作者: Roehrig, G.H.;Dare, E.A.;Ellis, J.A.;Ring-Whalen, E.A.;Rouleau, M.D.
• 通讯作者: Rouleau, M.D.