RAPID: Evaluation of disaster-related science lesson plans to promote learning continuity after Hurricane Maria

RAPID：评估与灾害相关的科学课程计划，以促进飓风玛丽亚后学习的连续性

• 批准号: 1823085
• 负责人: Giovanna Guerrero-Medina
• 金额: $ 18.61万
• 依托单位: Yale University
• 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: 2018-02-15 至 2019-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1823085&HistoricalAwards=false
• 关键词: RAPID; Evaluation; disaster; related; science

Although natural disasters have been used in the past to develop project-based learning (PBL) lessons, there is a lack of research that examines their use in the aftermath of a natural disaster. The purpose of this project is to leverage ongoing efforts related to science education and the current emergency and disaster recovery landscape in Puerto Rico. The Yale Ciencia Initiative, in collaboration with Ciencia Puerto Rico, working with the Department of Education of Puerto Rico will develop culturally relevant project-based science lesson plans that incorporate the disaster context that can be implemented both inside and outside of the traditional classroom. The project will allow displaced students to continue learning under the guidance of teachers, parents or social workers. The project will train educators in the use of disaster-related problem-based lessons and assess project implementation and the impact of the lessons. The final outcome of this aim will be a lesson plan template and implementation guidelines for other jurisdictions faced by natural disasters. The project will result in enhanced infrastructure for education by developing tools and implementation guidelines that other jurisdictions may use to develop their own lesson plans in advance of natural disasters, so as to assure continuity of learning.The project will assess implementation through observations and rubrics, surveys for parents, educators and students, and focus groups with each of these populations. To assess the impact of contextualized PBL lessons, the project will collect survey data, before and after the educational intervention, to measure changes in students' content knowledge, as well as in attitudes that are predictive of engagement in science learning. Results will be compared to matched control groups that receive either the standard curriculum, which are not contextualized to the disaster and that does not include PBL, or a PBL lesson plan that does not incorporate the disaster or the cultural context. At least 30 educators and 200 7th grade students will be exposed during the project period to the contextualized PBL lesson plan. The resulting feasibility analysis will inform other jurisdictions preparing their educational systems for natural disasters and provide evidence for the use of contextualized lesson plans that incorporate PBL in disaster recovery settings. In addition, the project design will advance the field of PBL by allowing investigators to examine the impact of integrating current social/historical contexts to PBL lessons and by examining the relationship between changes in science attitudes and engagement, with changes in learning.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.

虽然自然灾害在过去被用来开发基于项目的学习（PBL）的经验教训，有一个缺乏研究，探讨他们在自然灾害后的使用。 该项目的目的是利用正在进行的与科学教育有关的努力以及波多黎各当前的紧急情况和灾后恢复情况。耶鲁公民倡议与波多黎各公民倡议合作，与波多黎各教育部合作，将制定与文化相关的基于项目的科学课程计划，其中纳入可在传统课堂内外实施的灾害背景。该项目将使流离失所的学生在教师、家长或社会工作者的指导下继续学习。 该项目将培训教育工作者如何利用与灾害有关的基于问题的经验教训，并评估项目执行情况和经验教训的影响。这一目标的最终成果将是为面临自然灾害的其他司法管辖区提供一个经验教训计划模板和执行准则。该项目将通过开发工具和执行准则，加强教育基础设施，其他管辖区可利用这些工具和准则在自然灾害发生前制定自己的课程计划，以确保学习的连续性，该项目将通过观察和标题、对家长、教育工作者和学生的调查以及与这些人群中的每一个人的重点小组来评估执行情况。为了评估情境化PBL课程的影响，该项目将收集教育干预前后的调查数据，以衡量学生内容知识的变化，以及预测参与科学学习的态度。结果将进行比较，以匹配的对照组，接受标准的课程，这是没有上下文的灾难，不包括PBL，或PBL课程计划，不包括灾难或文化背景。至少30名教育工作者和200名7年级学生将在项目期间接触到情境化PBL课程计划。由此产生的可行性分析将告知其他司法管辖区准备其教育系统的自然灾害，并提供证据，使用情境化的课程计划，将PBL纳入灾后恢复环境。此外，该项目的设计将推动PBL领域的研究，使研究人员能够研究将当前的社会/历史背景融入PBL课程的影响，并通过研究科学态度和参与的变化之间的关系，与学习的变化。发现研究K-12计划（DRK-12）旨在显着提高科学，技术，工程和数学（STEM）的preK-12学生和教师，通过研究和创新资源，模型和工具（RMT）的开发。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。