CAREER: Building on diverse students' funds of knowledge to promote scientific discourse and strengthen connections to science learning in urban classrooms

职业：建立在多元化学生的知识基础上，促进科学话语并加强与城市课堂中科学学习的联系

• 批准号: 1845048
• 负责人: Christine Bae
• 金额: $ 103.14万
• 依托单位: Virginia Commonwealth University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-07-01 至 2025-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1845048&HistoricalAwards=false
• 关键词: CAREER; Building; diverse; students; funds

This is a Faculty Early Career Development Program (CAREER) proposal submitted to the Discovery Research PreK-12 (DRK-12) program. Framed around existing inequities in science education, particularly within underserved student populations, the project will aim to investigate how to increase equitable and active participation of diverse students' science learning in middle schools. The central premise of this study will be that building upon and integrating diverse students' funds of knowledge into their learning opportunities would contribute to create equitable access to effective participation. Thus, the study will promote "authentic scientific discourse" as a critical feature of students' participation in science practices. In the context of this work, scientific discourse will refer to the spoken and written words, and gestures of students and teachers as they interact in science classrooms. This, in turn, would promote students' science learning at higher levels defined in the Next Generation Science Standards (NGSS Lead States, 2013). To achieve its goal of supporting authentic scientific discourse in diverse middle school classrooms, the work will address three research questions. (1) What funds of knowledge do students bring to bear, and how can these be productively integrated to support participation in authentic scientific discourse? (2) What are the ways in which students connect cognitively, motivationally, and socially to science learning when participating in authentic scientific discourse within urban classrooms? (3) What progress do students make in key aspects of scientific discourse and their science learning? The study will be conducted across approximately 15 middle schools and will employ a mixed-methods approach with a sample of teachers (n= 18) and students (n= 450). The work will be organized in three phases. Phase 1 will employ mixed methods, longitudinal approach to describe the complex interactions between students' funds of knowledge, disciplinary content and practices of authentic scientific discourse, and connections to science learning. Phase 2 will utilize design-based research cycles with teachers to apply and develop science instructional materials focused on improving opportunities for authentic scientific discourse by integrating students' funds of knowledge in urban classrooms using data from demographics, classroom videos, post-observation student-focus-group interviews, surveys, and science assessments. Phase 3 will focus on dissemination of research and educational findings. The main outcomes of this effort will include scholarly publications, an authentic scientific discourse framework, and instructional materials, such as lessons, videos, and student work for educators. An advisory board will provide both formative and summative evaluation feedback. This is a Faculty Early Career Development Program (CAREER) proposal awarded under the Discovery Research PreK-12 (DRK-12) program. The Discovery Research PreK-12 (DRK-12) program 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. 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 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.

这是提交给 Discovery Research PreK-12 (DRK-12) 计划的教师早期职业发展计划 (CAREER) 提案。该项目围绕科学教育中现有的不平等现象，特别是在服务不足的学生群体中，旨在调查如何增加中学中不同学生科学学习的公平和积极参与。这项研究的中心前提是，利用不同学生的知识库并将其整合到他们的学习机会中，将有助于创造有效参与的公平机会。因此，该研究将促进“真实的科学话语”作为学生参与科学实践的一个关键特征。在这项工作的背景下，科学话语将指学生和教师在科学课堂上互动时的口头和书面文字以及手势。反过来，这将促进学生在下一代科学标准（NGSS Lead States，2013）中定义的更高水平上进行科学学习。 为了实现在不同的中学课堂中支持真实的科学话语的目标，这项工作将解决三个研究问题。 (1) 学生能运用哪些知识资源？如何有效地整合这些知识来支持参与真正的科学讨论？ (2) 在城市课堂中参与真实的科学话语时，学生在认知、动机和社交方面与科学学习联系起来的方式是什么？ (3) 学生在科学话语和科学学习的关键方面取得了哪些进展？该研究将在大约 15 所中学中进行，并采用混合方法，以教师（n = 18）和学生（n = 450）为样本。工作将分三个阶段进行。第一阶段将采用混合方法、纵向方法来描述学生的知识储备、学科内容和真实科学话语实践之间的复杂相互作用，以及与科学学习的联系。第二阶段将利用基于设计的研究周期，与教师一起应用和开发科学教学材料，重点是通过利用来自人口统计、课堂视频、观察后学生焦点小组访谈、调查和科学评估的数据，将学生的知识库整合到城市课堂中，从而增加真实科学话语的机会。第三阶段将侧重于传播研究和教育成果。这项工作的主要成果将包括学术出版物、真实的科学话语框架和教学材料，例如课程、视频和教育工作者的学生作业。顾问委员会将提供形成性和总结性评估反馈。这是一项根据发现研究 PreK-12 (DRK-12) 计划授予的教师早期职业发展计划 (CAREER) 提案。 Discovery Research PreK-12 (DRK-12) 计划旨在通过创新资源、模型和工具的研究和开发，显着增强 PreK-12 学生和教师对科学、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，为拟议项目提供理论和实证依据。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

A mixed methods study of middle students' science motivation and engagement profiles

中学生科学动机和参与概况的混合方法研究

• DOI: 10.1016/j.lindif.2023.102281
• 发表时间: 2023
• 期刊: Learning and Individual Differences
• 影响因子: 3.6
• 作者: Cabrera, Lauren;Bae, Christine Lee;DeBusk-Lane, Morgan
• 通讯作者: DeBusk-Lane, Morgan

Hybrid discourse spaces: A mixed methods study of student engagement in U.S. science classrooms

混合话语空间：美国科学课堂学生参与度的混合方法研究

• DOI: 10.1016/j.cedpsych.2022.102108
• 发表时间: 2022
• 期刊: Contemporary Educational Psychology
• 影响因子: 10.3
• 作者: Bae, Christine Lee;Sealy, Martinique A.;Cabrera, Lauren;Gladstone, Jessica R.;Mills, Daphne
• 通讯作者: Mills, Daphne

A Systematic Review of Science Discourse in K–12 Urban Classrooms in the United States: Accounting for Individual, Collective, and Contextual Factors

美国 K-12 城市课堂科学话语的系统回顾：考虑个人、集体和情境因素

• DOI: 10.3102/00346543211042415
• 发表时间: 2021
• 期刊: Review of Educational Research
• 影响因子: 11.2
• 作者: Bae, Christine L.;Mills, Daphne C.;Zhang, Fa;Sealy, Martinique;Cabrera, Lauren;Sea, Marquita
• 通讯作者: Sea, Marquita