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Science Education Campaign for Research, Equity & Teaching: A Working Conference

研究、公平的科学教育运动

基本信息

批准号：
2029956
负责人：
John Settlage
金额：
$ 9.97万
依托单位：
University of Connecticut
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：
2020-08-01 至 2023-07-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2029956&HistoricalAwards=false
关键词：
Science Education Campaign Research Equity

项目摘要

The purposes of this conference are to organize scholarly work about equity in science education and to broaden the set of scholars in science education who have equity as a focus. Equity has become a niche focus for many science education scholars, but the idea that science education should reach all students should be fundamental to all high quality teaching and learning. Scholars have documented policies and strategies that expand the diversity of individuals engaging in science. In turn, practitioners have incorporated these advances into science classroom practice. Better science learning opportunities can occur without diminishing expectations. However, many important projects are only known to local participants and a few outsiders. The conference will gather these scattered materials into a centralized collection. Producing consensus documents about equity-centered science education will provide a common body of knowledge. Having these shared referents will help to consolidate and coordinate research activity. Such documents will also have value for science education stakeholders engaged in professional development, policy enactments, and instructional reforms. The second purpose of this project is to plan for sustaining these efforts beyond the time of the conference. Because of current societal and educational dynamics, it is important to be strategic and planful about subsequent and synchronized ventures within an ongoing campaign for equity centered science education.Demographical and institutional shifts make it necessary to attend to inequities within science education. Disparities by race and ethnicity are troublingly persistent in terms of representation in science careers, of college students majoring in science and engineering, by secondary school enrollments in advanced science courses, and in K-12 student outcomes on measures of science achievement. Such patterns are often reduced to deficit thinking about human potential. Deficit explanations are related to biased expectations by classroom teachers, inappropriate course tracking practices within secondary schools, uneven attention and support by college advisors and university faculty, and hostile work environments throughout academic and corporate STEM settings. In contrast, introducing asset mindsets about marginalized populations has the potential to contradict biased views about who can and cannot be successful in science. This project is creating a multifaceted mentoring initiative to assist scholars with maximizing impacts and sustaining themselves within their chosen professions. Among participants, there is considerable variety of career trajectories and depth of experiences. This diversity is creating a robust network of scholars from fields adjacent to science education: organizational change, school counseling, teacher leadership, technology education, and urban schooling. The conference is providing support mechanisms to increase scholars’ human capital through an organizational infrastructure to foster the professional community’s continued growth. Activities subsequent to this conference are continuing to support this community, maintaining equity at its core rather than an auxiliary feature of scholarship in science education. The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics by preK-12 students and teachers, through the research and development of new innovations and approaches. 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 the 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.

本次会议的目的是组织关于科学教育公平的学术工作，并扩大科学教育中以公平为重点的学者的范围。公平已经成为许多科学教育学者关注的焦点，但科学教育应该覆盖所有学生的想法应该是所有高质量教学和学习的基础。学者们记录了扩大从事科学的个人多样性的政策和战略。反过来，从业者已经将这些进步纳入科学课堂实践。在不降低期望的情况下，可以提供更好的科学学习机会。然而，许多重要的项目只有当地参与者和少数外人知道。会议将把这些零散的资料集中起来。编制关于以公平为中心的科学教育的共识文件将提供一个共同的知识体系。拥有这些共同的参照物将有助于巩固和协调研究活动。这些文件对从事专业发展、政策制定和教学改革的科学教育利益攸关方也有价值。本项目的第二个目的是为在会议结束后继续开展这些工作作出规划。由于当前的社会和教育动态，重要的是要在正在进行的以公平为中心的科学教育运动中对后续和同步的企业进行战略和规划。人口和制度的变化使得有必要关注科学教育中的不公平现象。在科学职业的代表性方面，种族和民族的差异令人不安地持续存在，主修科学和工程的大学生，中学入学高级科学课程，以及K-12学生在科学成就方面的成果。这种模式往往被简化为对人类潜力的缺陷思考。赤字解释与课堂教师的偏见期望，中学内不适当的课程跟踪做法，大学顾问和大学教师的不平衡关注和支持，以及整个学术和企业STEM环境中的敌对工作环境有关。相比之下，引入关于边缘化人群的资产心态有可能与关于谁能在科学上取得成功和谁不能在科学上取得成功的偏见相矛盾。该项目正在创建一个多方面的指导倡议，以帮助学者最大限度地发挥影响，并在他们选择的专业中维持自己。在参与者中，有相当多的职业轨迹和经验的深度。这种多样性正在创造一个强大的学者网络，来自与科学教育相邻的领域：组织变革，学校咨询，教师领导，技术教育和城市学校教育。会议提供支持机制，通过组织基础设施增加学者的人力资本，以促进专业界的持续增长。本次会议之后的活动将继续支持这一社区，维护公平的核心，而不是科学教育奖学金的辅助功能。探索研究preK-12计划（DRK-12）旨在通过研究和开发新的创新和方法，显着提高preK-12学生和教师的科学，技术，工程和数学的学习和教学。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。