Locally Adaptable Instructional Materials and Professional Learning Design for Place-Based Elementary Science

因地制宜的基础科学教学材料和专业学习设计

• 批准号: 2009613
• 负责人: Katahdin Cook Whitt
• 金额: $ 299.97万
• 依托单位: Maine Mathematics and Science Alliance
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-05-15 至 2025-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2009613&HistoricalAwards=false
• 关键词: Locally; Adaptable; Instructional; Materials; Professional

This project addresses the growing need for high quality elementary science learning experiences that help students understand their worlds - connecting to landscapes, phenomena, communities, and cultures with which they are familiar. Currently, many curricular units designed for widespread use to meet the expectations of the Next Generation Science Standards (NGSS) do not connect to local phenomena. Units that do incorporate local phenomena are often developed from the ground up by community members, requiring extensive time and resources that are not widely available. To support equitable access to place-based science learning opportunities, this project, in collaboration with BSCS Science Learning, will develop and test a model to support 3rd-5th grade teachers in incorporating locally or culturally relevant place-based phenomena into rigorously tested curricular units that meet the expectations of the NGSS. The project team will develop two units that could be used in any region across the country with built-in opportunities and embedded supports for teachers to purposefully adapt curriculum to include local phenomena. In-person and virtual professional learning experiences will further help teachers who have limited district support for science to incorporate place-based approaches. Participating teachers will range from rural and urban settings in California, Colorado, and Maine to ensure the end products of this project are relevant, scalable, appropriate for a wide range of students across the country. This project investigates how to design instructional resources that value rigor and standardization while at the same time incorporating the cultural relevancy of place. The project goals are to: 1) design, test, revise, and disseminate two locally adaptable instructional resource packages for grades 3-5 science that include educative curriculum materials and supporting professional learning; 2) use design-based research to examine how teachers apply unit resources and professional learning experiences to incorporate local phenomena into the curriculum and their teaching; and 3) examine how the process of curriculum adaptation can support teacher understanding of the science ideas and phenomena within the units, teacher agency and self-efficacy beliefs in teaching science, and student perceptions of relevance and interest in science learning. Data from before, during, and after two rounds of unit enactments will be collected from 50 classrooms per unit across a range of geographic locations. Data will include weekly instructional logs, teacher surveys, measures of teacher self-efficacy and teacher agency and student electronic exit tickets. In addition, six exemplar case study teachers per unit will inform a deeper understanding of the potential of a curriculum adaptation model for incorporating local phenomena. Case study data will include teacher post-enactment interviews, classroom observations, and student focus groups. The design and research from this project will advance the field’s knowledge about how to design instructional materials and professional learning experiences that meet the expectations of the NGSS while also empowering teachers to adapt materials in productive ways, drawing on locally or culturally relevant phenomena.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.

该项目解决了对高质量的基础科学学习经验的日益增长的需求，帮助学生了解他们的世界-连接到他们熟悉的景观，现象，社区和文化。目前，许多为满足下一代科学标准（NGSS）的期望而设计的广泛使用的课程单元与当地现象没有联系。确实包含当地现象的单元往往是由社区成员从头开始开发的，需要大量的时间和资源，而这些时间和资源并不普遍。为了支持公平获得基于地方的科学学习机会，该项目与BSCS科学学习合作，将开发和测试一个模型，以支持3 - 5年级教师将当地或文化相关的基于地方的现象纳入经过严格测试的课程单元，以满足NGSS的期望。项目小组将开发两个单元，可用于全国任何地区，为教师提供内置机会和嵌入式支持，以便有目的地调整课程，包括当地现象。面对面和虚拟专业学习经验将进一步帮助那些对科学的地区支持有限的教师采用基于地点的方法。参与的教师将来自加州、科罗拉多和缅因州的农村和城市环境，以确保该项目的最终产品是相关的、可扩展的、适合全国各地广泛学生的。本项目研究如何设计教学资源，重视严谨性和标准化，同时纳入地方的文化相关性。该项目的目标是：1）设计，测试，修订和传播两个适合当地的教学资源包3-5年级的科学，包括教育课程材料和支持专业学习; 2）使用基于设计的研究，以检查教师如何应用单元资源和专业学习经验，将当地的现象纳入课程和教学;（3）探讨课程调适过程如何支持教师理解单元内的科学理念和现象、教师的自主性和科学教学的自我效能信念，以及学生对科学学习的相关性和兴趣的感知。从之前，期间和之后的两轮单位颁布的数据将收集从50个教室每单位在一系列的地理位置。数据将包括每周教学日志、教师调查、教师自我效能的衡量标准以及教师代理和学生电子退场券。此外，每个单元六名示范案例研究教师将更深入地了解课程适应模型结合当地现象的潜力。案例研究数据将包括教师颁布后的采访，课堂观察和学生焦点小组。该项目的设计和研究将促进该领域关于如何设计教学材料和专业学习经验的知识，以满足NGSS的期望，同时也使教师能够以富有成效的方式改编材料，利用当地或文化相关的现象。发现研究K-12计划（DRK-12）旨在显著提高科学，技术，工程和数学（STEM）的preK-12学生和教师，通过研究和创新资源，模型和工具的开发。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。