Bridging Science Teaching and Learning in Title 1 Schools

在第一类学校中架起科学教学的桥梁

• 批准号: 2010361
• 负责人: Brian Williams
• 金额: $ 45万
• 依托单位: Georgia State University Research Foundation, Inc.
• 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: 2020-05-01 至 2022-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2010361&HistoricalAwards=false
• 关键词: Bridging; Science; Teaching; Learning; Title

This project addresses a long-standing challenge in science education centered on a national commitment to and interest in advancing the prosperity and welfare of young learners who have been historically underrepresented in science. It addresses challenges with broadening participation in science by providing equity and access to quality science instruction at Title 1 elementary schools in metro Atlanta, Georgia. Title 1 schools are schools with large concentrations of low-income students that receive supplemental funds to assist in meeting educational goals and educational needs of students living near poverty levels. Opportunities to learn science in elementary school are particularly limited; especially in those schools that serve racially and ethnically diverse children and children suffering from poverty. Interventions aimed at broadening participation have been limited in both impact and scope. This project is addressing this challenge through the development, implementation, and evaluation of a professional development model that will prepare teachers to effectively utilize science education practices grounded in culturally responsive pedagogy. It provides a new science instruction model that intersects the best practices in science education with the theoretical principles of culturally relevant/responsive pedagogy found to influence students from low economic, diverse communities. By focusing on both in-service and preservice teachers, the project will make a valuable contribution to the understanding of teacher education across the trajectory of educators’ careers and deepen an understanding of how to prepare teachers to adopt and effectively utilize effective practices in their everyday classrooms, particularly in relation to science teaching and learning.The project will involve 30 preservice and 20 in-service teachers participating in a summer academy and workshops introducing them to instructional features of the model that will later be used during instruction with the students. Instruction provided by the teachers will impact approximately 1,420 students. The goal of the project is to design and test an innovative science instruction model that intersects the best practices in science education with the principles of culturally responsive pedagogy. The two-year design and development project incorporate mixed methods to examine the three components of the model hypothesized as critical for improvements in teacher practice: culturally responsive classroom management, discourse, and anchoring. Use of qualitative and quantitative methods and measures during exploration provides critical information on how to support instruction in Title 1 STEM schools in ways that are feasible, yet effective. 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.

这一项目解决了科学教育中的一项长期挑战，其核心是国家致力于促进那些在科学领域历来代表性不足的年轻学习者的繁荣和福利。它通过在佐治亚州亚特兰大大都会第一小学提供公平和获得优质科学教学的机会，通过扩大对科学的参与来应对挑战。第1条学校是集中了大量低收入学生的学校，这些学校接受补充资金，以帮助满足生活在贫困水平附近的学生的教育目标和教育需求。在小学学习科学的机会特别有限；特别是在那些为种族和族裔多样化的儿童和贫困儿童提供服务的学校。旨在扩大参与的干预措施在影响和范围上都是有限的。该项目正在通过制定、实施和评估一种专业发展模式来应对这一挑战，该模式将使教师做好准备，以便有效地利用以响应文化的教学法为基础的科学教育实践。它提供了一种新的科学教学模式，将科学教育的最佳做法与文化相关/响应教育的理论原则相结合，以影响来自低经济、不同社区的学生。这项计划以在职教师和职前教师为重点，有助加深对教师教育在整个教育工作者的职业发展轨迹的认识，并加深对如何让教师在日常课堂中采用和有效运用有效的教学方法的认识，特别是在科学教学和学习方面。计划将有30名职前教师和20名在职教师参加暑期研习班和工作坊，向他们介绍该模式的教学特色，稍后将在与学生授课时使用。教师提供的指导将影响大约1420名学生。该项目的目标是设计和测试一种创新的科学教学模式，该模式将科学教育的最佳做法与响应文化的教育学原则相结合。这项为期两年的设计和开发项目采用了混合方法，以检验该模式的三个组成部分：响应文化的课堂管理、话语和锚定，这三个组成部分被假设为改善教师实践的关键。在探索过程中使用定性和定量的方法和措施，为如何以可行而有效的方式支持第1章STEM学校的教学提供了关键信息。探索研究K-12计划(DRK-12)旨在通过研究和开发创新资源、模型和工具，显著提高K-12学龄前学生和教师在科学、技术、工程和数学(STEM)方面的学习和教学。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经验上的证明。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。