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

这是提交给发现研究PreK-12（DRK-12）计划的教师早期职业发展计划（CAREER）提案。该项目围绕着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，旨在调查如何增加不同学生在中学科学学习中的公平和积极参与。这项研究的中心前提是，利用不同学生的知识基金并将其纳入学习机会，将有助于创造公平的有效参与机会。因此，本研究将促进“真实的科学话语”作为学生参与科学实践的一个重要特征。在这项工作的背景下，科学话语将指的是口语和书面文字，以及手势的学生和教师，因为他们在科学课堂上互动。这反过来又将促进学生在下一代科学标准中定义的更高水平上学习科学（国家科学和安全系统牵头国家，2013年）。 为了实现其目标，支持真实的科学话语在不同的中学课堂，工作将解决三个研究问题。(1)学生们带来了什么样的知识，如何将这些知识有效地结合起来，以支持参与真实的科学话语？(2)当学生在城市教室里参与真实的科学话语时，他们是如何在认知上、动机上和社会上与科学学习联系起来的？(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？这项研究将在大约15所中学进行，并将采用混合方法的方法与教师（n= 18）和学生（n= 450）的样本。这项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，学科内容和真实的科学话语的实践，以及科学学习的连接之间的复杂的相互作用。第二阶段将利用设计为基础的研究周期与教师应用和开发科学教材，重点是通过整合学生的知识资金在城市课堂使用人口统计数据，课堂视频，观察后的学生焦点小组访谈，调查和科学评估，以提高真实的科学话语的机会。第三阶段将侧重于传播研究和教育成果。这一努力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，如课程，视频和教育工作者的学生工作。咨询委员会将提供形成性和总结性评价反馈。这是根据发现研究PreK-12（DRK-12）计划授予的教师早期职业发展计划（CAREER）提案。探索研究PreK-12（DRK-12）计划旨在通过研究和开发创新资源，模型和工具，显着提高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项目中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。该奖项反映了NSF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。

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.