Supporting high school students and teachers with a digital, localizable, climate education experience

教师经常调整课程材料，使其本地化，以适应他们的学校或社区环境，但课程材料并不总是支持这种本地化。开发专门为本地化设计的材料有可能支持不同背景下的丰富科学学习，特别是对于气候变化这样的主题，全球变化可能会对当地产生不同的影响。BSCS科学学习，俄勒冈州公共广播和国家海洋和大气管理局的这种伙伴关系推进了高质量单位的课程材料开发，这些课程材料是专为教师适应当地环境而设计的。它将开发和测试一个设计过程，将全国各地的设计师和教师聚集在一起。教师将通过专业学习得到支持，以适应基地单位，为学生创造当地的学习经验。该项目将创建一个关于碳循环的基本单元，作为理解地球气候变化的方式和原因的基础，并将研究将该单元本地化的过程，以便教师在不同的背景下实施，以纳入当地的现象，问题和解决方案。该单位将是完全数字化的，具有丰富的视觉体验，模拟和计算机模型，包括实时数据和本地化数据集的添加。这些基于数据的学习经验将支持学生用数据进行推理，以询问和回答有关现象的问题。研究将研究单元的开发和本地化过程，适合教师和学生的支持，以及对课堂实践的影响。该项目将采用迭代设计过程，创建一个符合下一代科学标准的故事线基础单元，进行本地化，试点和40名教师的实施研究。为了支持教师学习，该项目采用了STeLLA教师专业学习模式。为了支持学生的学习，该项目涉及气候变化内容知识，重点是社会科学问题和学生对环境科学的主体感。该项目将研究如何在单位和专业发展的教育功能影响教师的实践，包括他们的内容知识，舒适的教学社会科学问题，以及他们的能力，从一个基地单位的生产本地化材料。本研究采用队列控制的准实验设计，考察了学习单元和专业学习经历对学生环境科学自主感各维度的影响。该研究还将包括探索性分析，以检查是否所有学生都从该单元中受益。发现研究preK-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具，显著提高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。

Teachers regularly adapt curriculum materials to localize for their school or community context, yet curriculum materials are not always created to support this localization. Developing materials that are intentionally designed for localization has potential to support rich science learning across different contexts, especially for a topic like climate change where global change can have varied local effects. This partnership of BSCS Science Learning, Oregon Public Broadcasting, and the National Oceanic and Atmospheric Administration advances curriculum materials development for high quality units that are intentionally designed for adaptation by teachers for their local context. It will develop and test a design process bringing together national designers and teachers across the country. Teachers will be supported through professional learning to adapt from the base unit to create a local learning experience for their students. The project will create a base unit on carbon cycling as a foundation for understanding how and why the Earth's climate is changing, and it will study the process of localizing the unit for teachers to implement across varied contexts to incorporate local phenomena, problems, and solutions. The unit will be fully digital with rich visual experiences, simulations, and computer models that incorporate real-time data and the addition of localized data sets. These data-based learning experiences will support students in reasoning with data to ask and answer questions about phenomena. Research will study the unit development and localization process, the supports appropriate for teachers and students, and the impact on classroom practice.The project will adopt an iterative design process to create a Storyline base unit, aligned to Next Generation Science Standards, for localization, piloting, and an implementation study with 40 teachers. To support teacher learning, the project adopts the STeLLA teacher professional learning model. To support student learning, the project addresses climate change content knowledge with a focus on socioscientific issues and students’ sense of agency with environmental science. The project will research how the educative features in the unit and the professional development impact teachers’ practice, including their content knowledge, comfort for teaching a socioscientific issue, and their ability to productively localize materials from a base unit. The study uses a cohort-control quasi-experimental design to examine the impact of the unit and professional learning experience on dimensions of students' sense of agency with environmental science. The study will also include exploratory analyses to examine whether all students benefit from the unit. It uses a pre-post design to examine impacts on teacher knowledge and practice.The Discovery Research preK-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.