Contextualizing Data Education via Project-Based Learning

通过基于项目的学习将数据教育情境化

• 批准号: 2200887
• 负责人: Chad Dorsey
• 金额: $ 99.94万
• 依托单位: Concord Consortium
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-07-01 至 2024-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2200887&HistoricalAwards=false
• 关键词: Contextualizing; Data; Education; via; Project

This DataPBL project is working to develop, implement, and research the introduction of data experiences and practices into a series of interdisciplinary, middle school project-based learning modules. Data fills all aspects of our lives, and data science has become a vital interdisciplinary endeavor. To succeed in the future, students must see data as a tool they can wield to address relevant issues across disciplines. Students need opportunities to apply data science practices to appropriately realistic datasets from contexts meaningful to them, and to have opportunities to demonstrate their skills and knowledge authentically. Project-based learning (PBL) approaches have cultivated a growing base of classrooms dedicated to supporting such situations via authentic, interdisciplinary learning experiences. Co-designing these modules with middle school teachers and piloting them in urban, low-income schools in New York City and Chicago, this project examines how interdisciplinary data education can provide opportunities for students to take more control of their own learning and develop positive identities related to data, through integration with social studies and science topics. Curriculum modules and teaching resources produced by the project serve as guides for subsequent efforts at integrating data science concepts into teaching and learning in various subject areas. This design-based research project integrates data-focused learning into interdisciplinary PBL in ways that prepare marginalized learners for the future. The project develops descriptive case studies investigating three questions: (1) In implementations of the DataPBL curriculum, what interdisciplinary data practices do students participate in, and under what conditions? (2) Under what conditions do students manifest agency in the course of their data-infused PBL? and (3) How do aspects of the experienced projects contribute to developing positive identities related to data? Through this case study analysis, the project provides a thick description of how agency and identity develop during DataPBL projects in the participating classes. The project applies Qualitative Comparative Analysis to generate cross-case patterns and illustrate the multiple pathways available to students in reaching the desired outcomes. In combination with the case studies, this work illuminates how the learning environment fosters the aims of the project. 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.

这个DataPBL项目致力于开发、实施和研究将数据经验和实践引入到一系列跨学科、基于中学项目的学习模块中。数据充斥着我们生活的方方面面，数据科学已经成为一项重要的跨学科努力。为了在未来取得成功，学生必须将数据视为一种工具，他们可以利用它来解决跨学科的相关问题。学生需要有机会将数据科学实践应用于对他们有意义的上下文中适当现实的数据集，并有机会真实地展示他们的技能和知识。基于项目的学习(PBL)方法培养了越来越多的课堂，致力于通过真实的、跨学科的学习体验来支持这种情况。该项目与中学教师共同设计这些模块，并在纽约市和芝加哥的城市低收入学校进行试点，该项目考察了跨学科数据教育如何通过与社会研究和科学主题相结合，为学生提供机会，让他们更好地控制自己的学习，并发展与数据相关的积极认同。该项目编制的课程模块和教学资源是将数据科学概念纳入各学科领域教与学的后续努力的指南。这个以设计为基础的研究项目将注重数据的学习整合到跨学科的PBL中，以使边缘化的学习者为未来做好准备。该项目开发了描述性的案例研究，调查了三个问题：(1)在数据PBL课程的实施中，学生参与了哪些跨学科的数据实践，在什么条件下？(2)在数据灌输的PBL过程中，学生在什么条件下表现出代理？以及(3)有经验的项目的各个方面如何有助于发展与数据相关的积极认同？通过这个案例分析，该项目提供了在参与班级的DataPBL项目中机构和身份如何发展的详细描述。该项目应用定性比较分析来生成跨案例模式，并说明学生在达到预期结果时可采用的多种途径。结合案例研究，这项工作阐明了学习环境如何促进项目目标的实现。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。