Systemic Transformation of Inquiry Learning Environments for STEM

STEM 探究性学习环境的系统转型

• 批准号: 2010530
• 负责人: Ellen Meier
• 金额: $ 300万
• 依托单位: Teachers College, Columbia University
• 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: 2020-07-01 至 2025-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2010530&HistoricalAwards=false
• 关键词: Systemic; Transformation; Inquiry; Learning; Environments

This project will address a special challenge for schools: preparing educators to adopt an integrated approach to Science, Technology, Engineering and Mathematics (STEM). This is especially important for educators in underserved urban populations where teacher expertise and guidance are necessary for meaningful student engagement with STEM. Frameworks for helping teachers make these changes are urgently needed, especially approaches that support new perspectives for STEM teaching and learning at the school level. This project will help teachers design and facilitate high-quality, real world STEM experiences for students, as teachers move from traditional approaches to organizing their teaching around interdisciplinary questions or problems. The project will work with building administrators to make the structural changes needed for interdisciplinary STEM instruction. School-based instructional coaches will develop new strategies for guiding STEM teaching and sustaining the work long-term.The project goals are to: (1) determine the feasibility and utility of the refined project approach, (2) determine the utility of the project’s implementation for facilitating change in teacher knowledge and practices, (3) understand the utility of the project’s implementation for fostering student change, and (4) understand the extent to which the refined project model supports organizational change in schools. To do this, the program will make its professional development more accessible by adding a blended learning component, expanding the school leadership program, formalizing a training program for new facilitators, and identifying novel ways of defining student outcomes for transdisciplinary learning. The mixed methods research design will involve twenty schools (elementary and intermediate) in New York City and New Haven, CT. A quasi-experimental, within-school rotation model will randomize grade-level participation at the school level to yield a sample of at least 240 teachers, 3,000 students, 40 school-based coaches, and 20 administrators. Quantitative data will primarily capture teacher and student outcomes, while the qualitative data will describe the context of the model implementation and provide a deeper understanding of the quantitative results. 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.

该项目将解决学校面临的特殊挑战：让教育工作者做好准备，采用综合方法学习科学、技术、工程和数学 (STEM)。这对于服务水平低下的城市人口中的教育工作者来说尤其重要，因为在这些人口中，教师的专业知识和指导对于学生有意义地参与 STEM 至关重要。 迫切需要帮助教师做出这些改变的框架，特别是支持学校层面 STEM 教学和学习新视角的方法。随着教师从传统方法转向围绕跨学科问题组织教学，该项目将帮助教师为学生设计和促进高质量、真实的 STEM 体验。 该项目将与建筑管理员合作，进行跨学科 STEM 教学所需的结构改变。 校本教学教练将制定新的策略来指导 STEM 教学并长期维持工作。项目目标是：(1) 确定细化项目方法的可行性和效用，(2) 确定项目实施对促进教师知识和实践变革的效用，(3) 了解项目实施对促进学生变革的效用，以及 (4) 了解细化项目模式支持学校组织变革的程度。 为此，该计划将通过添加混合学习部分、扩大学校领导力计划、正式制定新辅导员培训计划以及确定定义学生跨学科学习成果的新方法，使其专业发展变得更加容易。 混合方法研究设计将涉及纽约市和康涅狄格州纽黑文市的二十所学校（小学和初中）。 准实验性的校内轮换模型将在学校层面随机分配年级参与情况，产生至少 240 名教师、3,000 名学生、40 名校内教练和 20 名管理人员的样本。 定量数据将主要捕获教师和学生的成果，而定性数据将描述模型实施的背景并提供对定量结果的更深入的理解。发现研究 K-12 计划 (DRK-12) 旨在通过创新资源、模型和工具的研究和开发，显着增强 PreK-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，为拟议项目提供理论和实证依据。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力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

Transforming Education or Digitizing the Status Quo?

改变教育还是数字化现状？

• 发表时间: 2023
• 期刊: Educatioanal Leadership
• 作者: Meier, E. B.;Mineo, C.;Kirsch Page, K.;McCall, S.
• 通讯作者: McCall, S.