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Incorporating professional science writing into high school STEM research projects

将专业科学写作纳入高中 STEM 研究项目

基本信息

批准号：
2010333
负责人：
Sarah Fankhauser
金额：
$ 31.39万
依托单位：
Emory University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2020
资助国家：
美国
起止时间：
2020-07-15 至 2024-12-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2010333&HistoricalAwards=false
关键词：
Incorporating professional science writing into

项目摘要

This exploratory project addresses important challenge of incorporating disciplinary literacy practices in scientific inquiry projects of high school students. The project will incorporate the peer-review process and publication in the Journal of Emerging Investigators (JEI). The Next Generation Science Standards emphasize constructs from disciplinary literacy such as engaging in argument from evidence, and evaluating and communicating information. However, there are few resources available to students and teachers that integrate these constructs in authentic forms that reflect the practices of professional scientists. High school student learners engage in scientific inquiry, but rarely participate in authentic forms of communication, forms that are reflective of how scientists communicate and participate in the primary literature of their fields. The project has three aims: 1) Generate knowledge of the impact of peer-review and publication on perceptions and skills of scientific inquiry and STEM identity, 2) Generate knowledge of how participation in peer-review and publication are impacted by contextual factors (differences in mentors and research contexts), and 3) Develop JEI field-guides across a range of contexts in which students conduct their research. The goal of the project is to expand high school student participation in the peer-review process and in publishing in JEI, a science journal dedicated to mentoring pre-college students through peer-reviewed publication. By publishing pre-college research in an open access website, the project will build understanding of how engaging in these activities can change high school students’ perceptions and practices of scientific inquiry. The project will investigate how participation in peer-reviewed publications will have an impact on student learning by administering a set of pre- and post-surveys to students who submit a paper to JEI. The project will expand student participation in JEI via outreach to teachers in under-resourced and remote areas by delivering virtual and in-person workshops which will serve to demystify peer review and publication, and explore ways to integrate these processes into existing inquiry projects. Other efforts will focus on understanding how student contextual experiences can impact their learning of scientific inquiry. These student experiences include the location of the project (school, home, university lab), the type of mentor they have, and how they became motivated to pursue publication of their research. The project will recruit students from under-resourced schools in New York through a collaboration with MathForAmerica and from rural areas through outreach with STEM coordinators in the Midwest. The resources created will be disseminated directly on the JEI website.The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by pre-K-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.

这个探索性的项目解决了将学科素养的做法，在高中学生的科学探究项目的重要挑战。该项目将纳入同行评审过程，并在《新兴研究者杂志》（JEI）上发表。下一代科学标准强调学科素养的构建，例如参与证据论证以及评估和交流信息。然而，有几个资源提供给学生和教师，整合这些结构在真实的形式，反映了专业科学家的做法。高中学生学习者从事科学探究，但很少参与真实的交流形式，这些形式反映了科学家如何交流和参与其领域的主要文献。该项目有三个目标：1）生成同行评审和出版物对科学探究和STEM身份的认知和技能的影响的知识，2）生成参与同行评审和出版物如何受到环境因素（导师和研究环境的差异）影响的知识，以及3）在学生进行研究的一系列环境中开发JEI现场指南。该项目的目标是扩大高中生参与同行评审过程和在JEI上发表文章的机会，JEI是一份科学期刊，致力于通过同行评审的出版物指导大学预科生。通过在一个开放获取网站上发布大学预科研究，该项目将建立对参与这些活动如何改变高中生对科学探究的看法和实践的理解。该项目将通过对向JEI提交论文的学生进行一系列前后调查，调查参与同行评审的出版物将如何对学生的学习产生影响。该项目将通过提供虚拟和面对面的研讨会，扩大学生对JEI的参与，这些研讨会将有助于消除同行评审和出版的神秘性，并探索如何将这些过程融入现有的调查项目。其他努力将集中在了解学生的背景经验如何影响他们的科学探究学习。这些学生的经验包括项目的位置（学校，家庭，大学实验室），他们的导师类型，以及他们如何成为追求他们的研究出版的动机。该项目将通过与MathForAmerica的合作，从纽约资源不足的学校招募学生，并通过与中西部的STEM协调员的外联，从农村地区招募学生。发现研究K-12计划（DRK-12）旨在通过研究和开发创新资源、模型和工具（RMT），显著提高K-12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。