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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.

基于项目的探究 (PBI) 全球计划将通过在北卡罗来纳州两所项目合作学校（一所城市和另一所农村）的课堂实施来解决 STEM 学习问题，这些学校的学生群体具有不同的文化背景。这两所都是创新型公立高中，均实施早期大学高中模式，为来自 STEM 领域代表性不足的人群的多元化学生做好大学成功的准备。由于理论与实践的协同互动，该项目将在改进探究式学习材料的开发以及这些材料对学生和教师影响的研究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来沉浸在科学内容中的机会。将解决以下三个研究问题：1）通过 PBI Global 流程进行的探究如何支持学生的科学内容知识？ 2) 参与 PBI Global 流程后，如何表征学生的动机和参与度？ 3) PBI Global 专业发展使教师对探究式教学法的态度发生了何种程度的改变？基于项目的探究 (PBI) Global 通过迭代开发和实施全球相关的、基于探究的 STEM 课程，满足了对研究型和实地测试产品的需求。该项目的重点是通过全球水和卫生问题的主题培养九年级学生的物理、生物和环境科学内容知识以及科学和工程实践。将调查影响学生动机和参与度的因素，以及教师对探究式教学法的态度。该项目将采用基于设计的研究 (DBR) 方法来开发和完善现有跨学科 PBI 全球计划的教学材料和教师专业发展。将采用混合方法研究融合并行设计来探索课堂实施对学生和教师成果的影响。Discovery Research K-12 计划 (DRK-12) 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。