2019 Chemistry Education Research and Practice: Using Education Research to Foster Meaningful Chemistry Learning

本项目将扩大各种化学教育研究人员和实践者对2019年戈登化学教育研究与实践研究会议（2019 GRC-CERP）的参与。本次活动的主题是“利用教育研究促进有意义的化学学习”。参与者将参与分析和讨论如何将教育研究成果整合到基础课程、学习环境、教学方法和评估的设计、实施和评估中，从而产生对核心科学思想的有意义的学习，有价值技能的发展，或不同学生的态度和信仰的重大变化。与会者将包括来自不同领域的研究人员和实践者，如生物、化学、地球科学、数学和物理教育；以及从研究型大学到初级本科院校（PUI）的各种机构，他们将在化学教育研究与实践的整合中解决实践和理论问题。支持出席的资金将确保代表所有机构类型和环境的多样化与会者，以及早期职业教师和研究人员。该项目将支持多达30名早期职业教育研究人员和从业人员、博士后和研究生参与2019年GRC-CERP。优先支持化学教育界中代表性不足的群体的成员，隶属于PUI或社区学院的个人，或首次参加GRC的个人。这些参与者将深入了解课程设计、教学策略和评估方法，以更好地支持学生在不同课堂环境和不同人群中学习。参与者将有多种机会建立超越事件的合作，这将促进和维持NSF-IUSE计划寻求推进的广泛系统的教育改革类型。通过对参与者专业发展的项目评估收集的数据将为未来GRC-CERP会议的项目活动提供信息，并改善从代表性不足的社区招募参与者的情况。它还将有助于了解属于实践社区如何支持专业变革和采用循证教学策略。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。

This project will broaden the participation of a diverse set of chemistry education researchers and practitioners in the 2019 Gordon Research Conference on Chemistry Education Research and Practice (2019 GRC-CERP). The theme of this event will be "Using Education Research to Foster Meaningful Chemistry Learning." Participants will engage in analysis and discussion of how to integrate educational research findings into the design, implementation, and evaluation of foundational curricula, learning environments, instructional methods, and assessments that produce meaningful learning of core scientific ideas, development of valued skills, or significant changes in attitudes and beliefs of diverse students. Conference attendees will include researchers and practitioners from different areas, such as biology, chemistry, geosciences, math, and physics education; and diverse institutions, from research-intensive universities to primary undergraduate institutions (PUI), who will address practical and theoretical issues in the integration of chemistry education research and practice. The funds to support attendance will ensure a diverse set of attendees that represent all institutional types and environments, as well as early-career teachers and researchers. This project will support the participation of up to 30 early-career education researchers and practitioners, post-docs, and grad students in the 2019 GRC-CERP. Priority for support will be given to individuals who are members of an underrepresented group in the chemistry education community, are affiliated with a PUI or community college, or who are attending a GRC for the first time. These participants will gain insights into curriculum design, instructional strategies, and assessment methods that better support student learning in different class environments and when working with diverse populations. Participants will have multiple opportunities to build collaborations that transcend the event, which should promote and sustain the type of wide systemic educational reform that the NSF-IUSE program seeks to advance. Data gathered through project evaluation on the professional development of participants will inform program activities for future GRC-CERP conferences and improve recruitment of participants from underrepresented communities. It will also contribute to what is known about how belonging to a community of practice supports professional change and the adoption of evidence-based teaching strategies.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.