Expanding sixth-grade youth's understanding of engineering through critical multilingual journalism

通过批判性的多语言新闻扩大六年级青少年对工程的理解

• 批准号: 2300726
• 负责人: Chelsea Andrews
• 金额: $ 127.84万
• 依托单位: Tufts University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-06-01 至 2027-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2300726&HistoricalAwards=false
• 关键词: Expanding; sixth; grade; youth; understanding

This four-year project will develop, enact, and study a critical climate technology journalism curriculum to support multilingual sixth grade students’ knowledge and practices in engineering. Synthesizing expertise in climate technology, communication, and multilingual education, the project will engage students in investigating, designing, and communicating critical engineering knowledge about community-based technological systems. Students will learn engineering as they construct and convey messages about climate technology in their community for an audience of family members, community groups, and civic leaders. While many existing middle-school engineering curricula emphasize creating an optimal solution to an engineering design problem for a client or user, this project takes a civic-oriented approach, where students engage in engineering to inform multilingual audiences about a climate technology affecting their local communities. An important characteristic of the urban school district partnering on this project is that students speak more than 50 languages and nearly 50% speak a language at home that differs from that of the dominant society. Given this, professional development workshops will support teacher learning to enact the curriculum so that it engages multilingual youth's participation in engineering design practices in culturally meaningful ways.Over the course of three design-based research cycles with the proposed curriculum unit, the team will generate evidence-based theory about how a critical technology journalism approach influences engineering learning among sixth-grade youth, including students from multilingual families. The project aims to answer three research questions: (1) What is the evolution of student learning outcomes, including their practices of engineering, communication, and translanguaging, their ideas about climate tech, and their perceptions of the value of engineering and technical communication for the community?; (2) What community resources (language and culture, contexts) do students draw on as they participate in the curriculum?; and (3) What is the influence of curriculum resources and teacher facilitation moves on student learning outcomes? To answer these questions, the research team will use qualitative methods that include video recordings of lesson enactments and interviewing teachers and students. The team will analyze these data using techniques from interaction analysis and discourse analysis. Beyond the seven teachers and 920 students directly engaging in the curriculum during the four-year project, the project's Community Tech Press website will share the finalized curriculum unit and its supporting materials with the broader community. This dissemination intends to enable teachers across the country to adapt this approach to create locally-relevant curriculum for their multilingual students. This project is funded by the Discovery Research preK-12 program (DRK-12) that 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.

这个为期四年的项目将开发，制定和研究一项关键的气候技术新闻学课程，以支持多语言六年级学生的工程知识和实践。综合攀岩技术，沟通和多语言教育方面的专业知识，该项目将吸引学生研究，设计和传达有关社区技术系统的关键工程知识。学生将在社区中为家庭成员，社区团体和公民领袖的观众建立和传达有关社区气候技术的信息时学习工程学。虽然许多现有的中学工程课程强调为客户或用户创建最佳的工程设计问题解决方案，但该项目采用了一种面向公民的方法，学生参与工程学，以告知多语言受众有关影响其当地社区的气候技术。城市学区在该项目上合作的一个重要特征是，学生会说50多种语言，而将近50％的语言在家里说的语言与主导社会的语言不同。鉴于此，专业发展研讨会将支持教师学习以颁布课程，以便它参与多种语言的青年参与文化意义的工程设计实践。在具有意义的三个基于设计的研究周期的过程中，与拟议的课程单元一起，该团队将基于证据的基于证据的理论来产生有关六年级教学的重要工程学的理论，包括六年级的年轻人，包括多个年轻人，包括来自多个年轻人，包括来自六年级的学生，包括来自多个家庭的学生。该项目的目的是回答三个研究问题：（1）学生学习成果的演变是什么，包括他们的工程，交流和翻译的实践，对气候技术的想法以及对社区工程学和技术交流价值的看法？ （2）学生参加课程时会借鉴哪些社区资源（语言和文化，环境）？ （3）课程资源和教师设施对学生学习成果的影响是什么？为了回答这些问题，研究团队将使用定性方法，其中包括课程成文法的视频录制和采访老师和学生。团队将使用交互分析和话语分析中的技术分析这些数据。除了在这四年项目中直接从事课程的七个教师和920名学生之外，该项目的社区技术出版社网站还将与更广泛的社区共享最终的课程单元及其支持材料。这种传播旨在使全国各地的教师能够适应这种方法，以为其多语言学生创建与本地相关的课程。该项目由Discovery Research PreK-12计划（DRK-12）资助，该计划旨在通过PreK-12学生和教师的创新资源，模型和工具的研究和开发，以显着增强科学，技术，工程和数学（STEM）的学习和教学。 DRK-12计划中的项目基于STEM教育和先前的研发工作的基础研究，为拟议项目提供了理论和经验的理由。该奖项反映了NSF的法定任务，并通过基金会的智力优点和更广泛的影响审查标准，通过评估来诚实地支持支持。