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: 1936601
• 负责人: Rachel Scherr
• 金额: $ 272.24万
• 依托单位: University of Washington
• 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: 2019-05-21 至 2025-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1936601&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。这种能源学习是关于可持续和公正使用能源资源的知情决策的基础。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、政治学等学科相结合，才能认识和解决现代能源问题。将能源的科学概念置于这一社会背景下，为促进科学教育的公平和文化响应提供了机会。 该项目将创建一个将科学概念与公平教育相结合的中学科学教师专业发展模式。这一模式提出了一个关键的认识论问题：科学概念不是不受文化影响或社会中立的思想，而是人们在特定时间和地点为了以下目的而创造和维持的概念：（1）满足特定的社会需求;（2）增强人或群体的权能。该项目的两个主要组成部分是：（1）专业发展经验，包括密集的暑期讲习班和在线专业学习社区，以及（2）能源和公平门户网站，包括教学材料库，行动研究交流和教师讨论的社区论坛。该门户网站将提供技术资源，以支持PLC，包括支持共享教学材料和报告行动研究。研究计划包括探索、开发和应用三个阶段。研究人员将在PD的第一次迭代中识别教师学习，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上的科学概念。一个由摄像师组成的小组将进行观察，实时记录现场情况，并制作每日备忘录。研究小组将使用教学文物，录像，现场笔记和备忘录作为分析的基础，通过下一学年。其结果将是一个全国重要的教师领导者社区和经过研究测试的教学材料库，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有关，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文化特定的价值观，分析社会政治相关的能源情景，了解能源行业和科学参与的历史和当今的不平等，并在为中学生准备教学时得到支持，这些教学应具有文化敏感性，并与学生的社区相关。12）旨在通过研究和开发创新资源，模型和工具（RMT），显着提高学前班学生和教师的科学，技术，工程和数学（STEM）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。

项目成果

How instructors can view knowledge to implement culturally relevant pedagogy

教师如何看待知识以实施与文化相关的教学法

• DOI: 10.1103/physrevphyseducres.19.010105
• 发表时间: 2023
• 期刊: Physical Review Physics Education Research
• 影响因子: 3.1
• 作者: Mathis, Clausell;Daane, Abigail R.;Rodriguez, Brandon;Hernandez, Jessica;Huynh, Tra
• 通讯作者: Huynh, Tra

Physics teachers’ framings of the relationship between equity and antiracism

物理教师公平与反种族主义之间关系的框架

• DOI: 10.1119/perc.2021.pr.huynh
• 发表时间: 2021
• 期刊: Physics Education Research Conference Proceedings
• 作者: Huynh, Tra;Bauman, Lauren C.;Robertson, Amy D.;Scherr, Rachel E.
• 通讯作者: Scherr, Rachel E.

Physics teachers’ conceptions of equity: Access and achievement

物理教师的公平概念：机会和成就

• DOI: 10.3389/feduc.2023.1099480
• 发表时间: 2023
• 期刊: Frontiers in Education
• 影响因子: 2.3
• 作者: Huynh, Tra;Bauman, Lauren C.;Robertson, Amy D.;Scherr, Rachel E.
• 通讯作者: Scherr, Rachel E.

Exploring Sociopolitical Landscapes in Physics Education

探索物理教育中的社会政治景观

• DOI: 10.1089/scc.2022.0023
• 发表时间: 2022
• 期刊: Sustainability and Climate Change
• 作者: Hernandez, Jessica;Skiba, Jaime;German, Molly;Scherr, Rachel;Huynh, Tra;Mathis, Clausell;Araya, Menna
• 通讯作者: Araya, Menna

Updating our language to help students learn: Mechanical energy is not conserved but all forces conserve energy

更新我们的语言以帮助学生学习：机械能不守恒，但所有力都守恒

• DOI: 10.1119/5.0067448
• 发表时间: 2022
• 期刊: American Journal of Physics
• 影响因子: 0.9