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Supporting Students' Science Content Knowledge through Project-Based Inquiry

通过基于项目的探究支持学生的科学内容知识

基本信息

批准号：
1907895
负责人：
Erin Krupa
金额：
$ 44.91万
依托单位：
North Carolina State University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2019
资助国家：
美国
起止时间：
2019-08-01 至 2022-07-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1907895&HistoricalAwards=false
关键词：
Supporting Students Science Content Knowledge

项目摘要

The Project-Based Inquiry (PBI) Global initiative will address STEM learning through classroom implementation at two project partner schools in North Carolina, one urban and the other rural, with culturally diverse student populations. Both are innovative public high schools implementing the Early College High School model, preparing diverse students from populations underrepresented in STEM fields for college success. Because of the synergistic interaction of theory and practice, the project will produce substantial advances in the development of improved inquiry-based learning materials and research on the impact of these materials on students and teachers. The project offers high school students the opportunity to be immersed in science content through engaging in globally-relevant learner-centered activities. The following three research questions will be addressed: 1) How does inquiry through the PBI Global process support student science content knowledge? 2) How can students' motivation and engagement be characterized after participating in the PBI Global process? 3) To what degree do teachers' attitudes toward inquiry-based pedagogies change as a result of PBI Global professional development?Project-Based Inquiry (PBI) Global responds to the need for research-informed and field-tested products with iterative development and implementation of a globally relevant, inquiry-based STEM curriculum. The project focuses on developing 9th grade student physical, biological, and environmental science content knowledge and science and engineering practices through the topics of global water and sanitation issues. Factors influencing student motivation and engagement, as well as teacher attitudes toward inquiry-based pedagogies will be investigated. The project will use a Design-Based Research (DBR) approach to develop and refine instructional materials and teacher professional development for the existing interdisciplinary PBI Global initiative. A mixed-methods research convergent parallel design will be used to explore the effects of the classroom implementation on student and teacher outcomes.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. 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.

基于项目的调查（PBI）全球倡议将通过在北卡罗来纳州的两所项目伙伴学校（一所城市，另一所农村，学生群体文化多样）的课堂实施来解决STEM学习问题。这两所学校都是创新的公立高中，实施早期大学高中模式，为来自STEM领域代表性不足的学生准备大学成功。由于理论与实践的协同互动，该项目将在开发改进的探究式学习材料以及研究这些材料对学生和教师的影响方面取得实质性进展。该项目为高中生提供了通过参与全球相关的以学习者为中心的活动沉浸在科学内容中的机会。以下三个研究问题将得到解决：1）如何通过PBI全球过程查询支持学生的科学内容的知识？2)在参与PBI全球流程后，如何描述学生的动机和参与度？3)教师对探究式教学的态度在多大程度上因PBI全球专业发展而改变？基于项目的调查（PBI）全球响应研究知情和现场测试的产品与迭代开发和全球相关的，基于调查的STEM课程的实施的需求。该项目的重点是通过全球水和卫生问题的主题，发展9年级学生的物理，生物和环境科学内容知识和科学与工程实践。影响学生动机和参与的因素，以及教师对探究式教学的态度将进行调查。该项目将采用基于设计的研究（DBR）方法，为现有的跨学科PBI全球倡议开发和完善教学材料和教师专业发展。探索研究K-12计划（DRK-12）旨在通过研究和开发创新资源、模型和工具，显著提高K-12学生和教师在科学、技术、工程和数学（STEM）方面的学习和教学。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。