Supporting teacher customizations of curriculum materials for equitable student sensemaking in secondary science

支持教师定制课程材料，以实现中等科学中公平的学生意义建构

• 批准号: 2101384
• 负责人: Katherine McNeill
• 金额: $ 165.1万
• 依托单位: Boston College
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-07-01 至 2025-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2101384&HistoricalAwards=false
• 关键词: Supporting; teacher; customizations; curriculum; materials

This project is developing and researching tools to support teachers’ instructional shifts to achieve equitable sensemaking in middle school science classrooms. Sensemaking involves students building and using science ideas to address questions and problems they identify, rather than solely learning about the science others have done. Despite it being a central goal of recent national policy documents, such meaningful engagement with science knowledge building remains elusive in many classrooms. Students from non-dominant communities frequently do not see themselves as “science people” because their ways of knowing and experiences are often not valued in science classrooms. Professional learning grounded in teachers’ use of innovative high quality curriculum materials can help teachers learn to teach in new ways. Yet teachers need guidance to customize curriculum materials to fit their own local contexts and leverage students’ ideas and experiences while maintaining the goals of recent policy documents. This project is researching and developing customization tools to support teachers in their principled use and adaptation of materials for their classrooms. These customization tools will help teachers to better notice and leverage the ideas and experiences of non-dominant students to support all students in equitable sensemaking. During the project, 74 teachers from diverse schools will participate in professional learning using these customization tools. After testing, the customization tools and illustrative cases will be disseminated broadly to support teachers enacting any science curriculum in leveraging the ideas and experiences that students bring into the classroom. In addition, the research results in the form of design principles will inform future design of curriculum materials and professional learning resources for science.A key element in science education reform efforts includes shifting the epistemic and power structures in the classroom so that teachers and students work together to build knowledge. Research shows that shifts in science teaching are challenging for teachers. Researchers and practitioners have collaborated to develop curriculum materials that begin to support teachers in this work. But teachers need to interpret these materials and customize the tasks and strategies for their own context as they work with their own students. Curriculum enactment is not prescriptive, but rather a “participatory relationship” between the teacher, curriculum materials, students and context, where teachers interpret the materials and the goals of the reform, and customize them to adapt the tasks and activity structures to meet the needs and leverage the resources of their students. The field needs to better understand how teachers learn from and navigate this participatory relationship and what supports can aid in this work. This project will include design-based research examining teachers’ customization processes and the development of tools to support teachers in adapting curriculum materials for their specific school context to facilitate equitable science sensemaking for all students, where all students engage in ambitious science knowledge building. The major components of the research program will include: (1) Empirical study of teachers’ customization processes; (2) Theoretical model of teacher thinking and learning that underlies customization of curriculum materials; (3) Tools to support principled customization consistent with the goals of the reform; and (4) Empirical study of how tools influence teachers’ customization processes. The project is addressing the urgent need for scalable support for teacher learning for recent shifts in science education in relation to both a vision of figuring out and equity. 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.

该项目正在开发和研究工具，以支持教师的教学转变，以实现中学科学课堂上的公平感觉。制造轰动包括学生建立并使用科学思想来解决他们发现的问题，而不仅仅是学习其他人已经做过的科学。尽管这是最近的国家政策文件的核心目标，但在许多课堂上，对科学知识建设的这种有意义的参与仍然难以实现。来自非主流社区的学生往往不认为自己是“科学人”，因为他们的认识方式和经验在科学课堂上往往不受重视。以教师使用创新的高质量课程材料为基础的专业学习可以帮助教师学习以新的方式教学。然而，教师需要指导来定制课程材料，以适应他们自己的当地情况，并在保持最近政策文件的目标的同时，利用学生的想法和经验。该项目正在研究和开发定制工具，以支持教师原则性地使用和改编课堂材料。这些定制工具将帮助教师更好地注意并利用非主导学生的想法和经验来支持所有学生公平地制造感觉。在项目期间，来自不同学校的74名教师将使用这些定制工具参与专业学习。在测试后，将广泛分发定制工具和说明性案例，以支持制定任何科学课程的教师利用学生带到课堂上的想法和经验。此外，以设计原则形式的研究结果将为未来科学课程材料和专业学习资源的设计提供参考。科学教育改革努力的一个关键要素包括改变课堂中的认知和权力结构，使教师和学生共同努力建立知识。研究表明，科学教学的转变对教师来说是一个挑战。研究人员和实践者已经合作开发课程材料，开始支持教师进行这项工作。但教师在与自己的学生合作时，需要解释这些材料，并根据自己的情况定制任务和策略。课程制定不是指令性的，而是教师、课程材料、学生和背景之间的一种“参与性关系”，教师解释材料和改革的目标，并根据需要调整任务和活动结构，以利用学生的资源。实地需要更好地了解教师如何从这种参与性关系中学习和驾驭，以及哪些支持可以帮助这项工作。该项目将包括以设计为基础的研究，审查教师的定制过程，并开发工具，以支持教师根据其具体的学校情况调整课程材料，以促进所有学生公平地产生科学感觉，使所有学生都参与雄心勃勃的科学知识建设。研究计划的主要组成部分将包括：(1)教师定制过程的实证研究；(2)支撑课程材料定制的教师思维和学习的理论模型；(3)支持与改革目标一致的原则性定制的工具；以及(4)工具如何影响教师定制过程的实证研究。该项目正在解决迫切需要为教师学习提供可扩展的支持，以支持科学教育最近在解决问题和公平两个方面的转变。探索研究PREK-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Pre-K-12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。