Professional Development for Teaching and Learning about Energy and Equity in high School Physics

高中物理能源与公平教学的专业发展

• 批准号: 1907950
• 负责人: Bruce Mason
• 金额: $ 26.83万
• 依托单位: American Association of Physics Teachers
• 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 2024-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1907950&HistoricalAwards=false
• 关键词: Professional; Development; Teaching; Learning; about

This project will research and develop instructional materials and conduct professional development for teachers to help students understand energy flow, an important scientific concept with economic and social implications. This energy learning is the foundation for informed decision-making about sustainable and just use of energy resources. Energy issues are not only issues of science and technology, but must be integrated with civics, history, economics, sociology, psychology, and politics to understand and solve modern energy problems. Placing the scientific concept of energy in this social context presents an opportunity to advance science education as equitable and culturally responsive. This project will create a model for secondary science teacher professional development that integrates science concepts with equity education. This model promotes a key epistemological issue: that science concepts are not culture-free or socially neutral ideas, but rather are concepts created and sustained by people in specific times and places for the purposes of (1) addressing specific social needs and (2) empowering people or groups of people. The two major components of the project are (1) the professional development experience, including both an intensive in-person summer workshop and an online professional learning community, and (2)an energy and equity portal, including an instructional materials library, an action research exchange, and a community forum for teacher discussions. The portal will provide technical resources to support the PLC, including support for sharing instructional materials and reporting on action research. The research plan includes exploratory, development and application phases. The researchers will identify teacher learning in the first iteration of PD, collect and analyze the instructional artifacts to inform how teacher engage with, participate in, and build an understanding energy as a historically and politically situated science concept. A team of scholar-videographers will observe, taking real-time field notes and making daily memos. The research team will use the instructional artifacts, video recordings, field notes, and memos as a basis for analysis through the next academic year. The result will be a nationally significant community of teacher-leaders and library of research-tested instructional materials that are responsive to students' scientific ideas, relevant to socio-political concerns about energy sustainability, respectful of students' cultures, and open to all students no matter their cultural background. Teachers participating in the project will learn to explain how scientific concepts of energy reflect culturally specific values, analyze socio-politically relevant energy scenarios, learn the historic and present-day inequities in the energy industry and in science participation, and be supported in preparing instruction for secondary students that is culturally responsive and relevant to their students' communities.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 (RMTs). 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.

该项目将研究和开发教学材料并为教师进行专业发展，以帮助学生理解能量流这一具有经济和社会影响的重要科学概念。这种能源学习是就可持续和公正使用能源资源做出明智决策的基础。能源问题不仅仅是科学技术问题，必须与公民学、历史学、经济学、社会学、心理学、政治学相结合，才能认识和解决现代能源问题。将科学的能源概念置于这种社会背景下，为推进科学教育的公平性和文化响应提供了机会。 该项目将创建一个将科学理念与公平教育相结合的中学科学教师专业发展模式。该模型提出了一个关键的认识论问题：科学概念不是与文化无关或社会中立的思想，而是由人们在特定时间和地点创造和维持的概念，其目的是（1）解决特定的社会需求和（2）赋予人们或人群权力。该项目的两个主要组成部分是（1）专业发展经验，包括密集的面对面夏季研讨会和在线专业学习社区，以及（2）能源和公平门户，包括教学材料库、行动研究交流和教师讨论的社区论坛。该门户网站将提供支持 PLC 的技术资源，包括支持共享教学材料和行动研究报告。研究计划包括探索、开发和应用阶段。研究人员将在 PD 的第一次迭代中识别教师的学习，收集和分析教学工件，以告知教师如何参与、参与和建立理解能量作为历史和政治定位的科学概念。由学者兼摄像师组成的团队将进行观察、实时记录现场笔记并制作每日备忘录。研究团队将使用教学工件、视频记录、现场笔记和备忘录作为下一学年的分析基础。其结果将是建立一个全国重要的教师领导社区和经过研究测试的教学材料图书馆，这些材料响应学生的科学思想，与能源可持续性的社会政治问题相关，尊重学生的文化，并向所有学生开放，无论其文化背景如何。参与该项目的教师将学习解释能源的科学概念如何反映特定文化的价值观，分析社会政治相关的能源情景，了解能源行业和科学参与方面历史和现在的不平等，并在为中学生准备具有文化响应性和与学生社区相关的教学时获得支持。发现研究 K-12 计划 (DRK-12) 旨在显着加强能源行业的学习和教学。 通过研究和开发创新资源、模型和工具 (RMT)，K-12 学前班的学生和教师能够学习科学、技术、工程和数学 (STEM)。 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。