Using Integrated, Place-based Watershed Curriculum to Increase Teacher Self-efficacy with Culturally Relevant STEM

利用基于地方的综合分水岭课程通过文化相关的 STEM 提高教师的自我效能

• 批准号: 2201196
• 负责人: Julie Robinson
• 金额: $ 45万
• 依托单位: University of North Dakota Main Campus
• 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: 2022-08-01 至 2025-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2201196&HistoricalAwards=false
• 关键词: Using; Integrated; Place; based; Watershed

This project will design and research a professional development (PD) model in which elementary teachers experience integrated, place-based, culturally sustaining STEM curriculum focused on local watersheds and grounded in local Native American cultural values and knowledge. The teachers will then design and implement their own culturally relevant STEM unit, guided by the PD, which is situated within their local watershed and Indigenous community. Few studies have examined the impact of PD that focuses specifically on such approaches on teachers’ self-efficacy in culturally relevant STEM or, further, on the impact STEM curriculum that embeds Native American values and knowledge has on student engagement and interest. The PD is designed for teachers across a range of school settings and cultural contexts in North Dakota with materials developed for their communities’ unique regions and cultures. North Dakota is home to diverse Indigenous communities, with five federally recognized tribes. The PD will include promising, but often isolated, elements of prior PD models to give teachers: a) culturally relevant pedagogy inclusive of Indigenous students, b) pedagogical content knowledge, c) a supportive professional learning community, d) place-based watershed curriculum, e) and structured time for teachers to collaborate on creating units for implementation. The project will disseminate findings to local and state school communities, the greater public, and the STEM education community via presentations and peer-reviewed publications. The project model will be shared more broadly with educators so that it may be widely used, including adapting elements of PD and integrating it in pre-service teacher methods coursework. The effectiveness of this PD approach and its impact on students will be evaluated by exploring the following research questions: (1) How do teachers engage with STEM professional learning experiences that immerse them in the cultures of the Native American communities in North Dakota? (2) What is the impact of PD that integrates culturally relevant pedagogy and local Indigenous community connections on teachers’ culturally relevant STEM self-efficacy? (3) How do teachers integrate culturally relevant approaches and adapt them to effectively link to NGSS introduced in the PD? and (4) How does culturally responsive, place-based curriculum impact students’ attitudes, interest, and engagement with STEM? A flexible, mixed-methods research design using quantitative and qualitative data collection and analysis will be used to explore teacher perceptions, experiences, changes in self-efficacy and changes in teacher practice as well as student responses and outcomes. 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.

该项目将设计和研究一个专业发展（PD）模式，其中小学教师体验综合，基于地方，文化上持续的STEM课程，重点是当地流域，并扎根于当地美洲原住民的文化价值观和知识。然后，教师将在PD的指导下设计和实施自己的文化相关STEM单元，该单元位于当地流域和土著社区内。很少有研究探讨了PD的影响，特别是在文化相关的STEM教师的自我效能感，或进一步的影响，嵌入美洲原住民的价值观和知识的STEM课程，对学生的参与和兴趣等方法。PD是专为教师在一系列的学校设置和文化背景在北达科他州与材料开发为他们的社区的独特地区和文化。北达科他州是多种原住民社区的家园，有五个联邦政府承认的部落。该方案将包括以前方案设计模式中有前途但往往是孤立的要素，为教师提供：a）包括土著学生在内的文化相关教学法，B）教学内容知识，c）支持性专业学习社区，d）基于地方的流域课程，e）教师有组织的时间合作创建实施单元。该项目将通过演讲和同行评审的出版物向当地和州立学校社区、广大公众和STEM教育社区传播研究结果。该项目模式将更广泛地与教育工作者分享，以便广泛使用，包括调整PD的要素并将其纳入职前教师方法课程。这种PD方法的有效性及其对学生的影响将通过探索以下研究问题进行评估：（1）教师如何参与STEM专业学习体验，使他们沉浸在北达科他州的美洲原住民社区的文化中？(2)整合了文化相关教学法和当地土著社区联系的PD对教师的文化相关STEM自我效能感有什么影响？(3)教师如何整合文化相关的方法，并使其有效地与PD中引入的NGSS联系起来？以及（4）文化响应，基于地方的课程如何影响学生的态度，兴趣和参与STEM？采用定量和定性数据收集和分析的灵活，混合方法的研究设计将用于探索教师的看法，经验，自我效能的变化和教师实践的变化以及学生的反应和结果。 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，显着提高preK-12学生和教师的科学，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。