PBS NewsHour Student Reporting Labs StoryMaker: STEM-Integrated Student Journalism

PBS新闻一小时的学生报道实验室（SRL）是一个青年新闻项目，通过视频制作和社区参与创造变革性的教育体验。该项目旨在从青少年的角度制作独特的STEM故事，并与当地公共媒体合作，提供指导并扩大年轻人的声音。在这个项目中，学生报告实验室将开发一个名为StoryMaker的在线课程交付平台和一套名为StoryMaker:STEM的独特工具，这些工具将为全国各地的教室提供跨学科、多模式、注入STEM的教学工具。SRL StoryMaker:STEM将是一个免费的、自我指导的在线课程交付系统，旨在指导教育工作者通过视频新闻体验与初高中学生一起工作，突出并整合STEM技能、概念、问题和潜在的解决方案到学习过程中。该项目还将与40名新闻专业人士和STEM专业人士建立师徒关系，为参与的教师和学生提供支持。在整个项目过程中，该项目将招募约100名教师及其学生，为SRL StoryMaker:STEM平台和资源提供信息、测试、实施和反馈。相关研究将探索基于证据的策略，围绕SRL StoryMaker:STEM，为学生和教师与记者和科学内容专家构建共同学习和指导联系，以最好地支持学生和教师的成果。这项为期四年的相关研究将通过一系列访谈、调查和使用SRL StoryMaker:STEM对试点教师及其学生的实地访问，有助于了解教师如何在跨学科的STEM教学中合作。对数据的分析将侧重于确定建立一个教师社区的好处，这些教师通过新闻实践在跨学科的STEM教学中进行合作。具体而言，将使用定量和定性方法相结合的方法来检查以下研究问题：使用新闻实践来支持跨学科的STEM学习需要哪些教师支持？教师对学校约束的认知如何影响他们使用基于stem的学习活动？来自不同学科的教师如何教授数字推理、数据沟通和其他基本的STEM思维技能？如何构建一个在线支持社区，以鼓励教师对教师搭建与STEM内容相关的脚手架，因为他们的教学培训存在差异？同时，前端评估将确定该项目特有的障碍和机会。形成性评价将侧重于每次具体迭代如何满足教师的需求和愿望，总结性评价将检查教师的STEM学习和教师对学生STEM成果的看法。DRK-12旨在通过研究和开发创新资源、模型和工具，显著加强pre -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，为拟议的项目提供了理论和实证依据。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。

PBS NewsHour's Student Reporting Labs (SRL) is a youth journalism program that creates transformative educational experiences through video production and community engagement. The program aims to produce unique STEM stories from a teen perspective and partners with local public media stations to provide mentorship and amplify the voices of young people. In this project, Student Reporting Labs will develop an online curriculum delivery platform called StoryMaker and a unique set of tools called Storymaker:STEM that will supply in-demand interdisciplinary, multi-modal, STEM-infused teaching and learning tools to classrooms across the country. SRL StoryMaker:STEM will be a free, self-directed online curriculum delivery system designed to guide educators working with middle and high school-age students through videojournalism experiences that highlight and integrate STEM skills, concepts, issues, and potential solutions into the learning process. This program will also develop mentoring connections with 40 journalism professionals and STEM professionals to provide supports for participating teachers and students. The project will recruit and work with about 100 teachers and their students over the course of the project to inform, test, implement and provide feedback on the SRL StoryMaker:STEM platform and resources. The associated research will explore evidence-based strategies for structuring co-learning and mentorship connections for students and teachers with journalists and science content experts around SRL StoryMaker:STEM to best support student and teacher outcomes. The four-year associated research study will contribute to understanding how teachers collaborate on teaching STEM across academic disciplines through a series of interviews, surveys, and site visits with the pilot teachers and their students using SRL StoryMaker:STEM. The analysis of the data will focus on identifying the benefits of developing a community of teachers who collaborate on teaching STEM across the academic discipline through journalism practice. Specifically, a combination of quantitative and qualitative methods will be used to examine the following research questions: What teacher affordances are necessary for using journalism practices to support STEM learning across academic disciplines? How do teacher perceptions of their school constraints influence their use of STEM-based learning activities? How do teachers from different disciplines teach numerical reasoning, communicating with data, and the other essential STEM thinking skills? How might an online support community be structured to encourage teacher-to-teacher scaffolding related to STEM content given variation in their pedagogical training? Meanwhile, front-end evaluation will identify barriers and opportunities specific to this project. Formative evaluation will focus on how each specific iteration is meeting teachers' needs and aspirations, and summative evaluation will examine teachers' STEM learning and teachers' perception of students' STEM outcomes.The 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.