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、制定和研究关键的气候技术新闻课程，以支持多语言六年级学生的工程知识和实践。该项目综合了气候技术、传播和多语言教育方面的专业知识，将使学生参与调查、设计和传播有关基于社区的技术系统的关键工程知识。学生将在社区中向家庭成员、社区团体和公民领袖等受众构建和传达有关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工程设计问题的最佳解决方案，但该项目采用以公民为导向的方法，学生参与工程，向多语言受众介绍影响当地社区的气候技术。合作开展该项目的城市学区的一个重要特点是，学生会说 50 多种语言，其中近 50% 的学生在家里说的语言与主流社会的语言不同。鉴于此，专业发展研讨会将支持教师学习制定课程，以便让多语言青少年以具有文化意义的方式参与工程设计实践。在拟议课程单元的三个基于设计的研究周期中，该团队将生成基于证据的理论，说明关键技术新闻方法如何影响六年级青少年（包括来自多语言家庭的学生）的工程学习。该项目旨在回答三个研究问题：（1）学生学习成果的演变是什么，包括他们的工程、传播和跨语言实践、他们对气候技术的想法以及他们对工程和技术传播对社区价值的看法？ (2) 学生在参与课程时利用了哪些社区资源（语言和文化、背景）？； (3) 课程资源和教师引导举措对学生学习成果有何影响？为了回答这些问题，研究团队将使用定性方法，包括录制课程表演的视频以及采访教师和学生。该团队将使用交互分析和话语分析技术来分析这些数据。除了七名教师和 920 名学生在四年项目期间直接参与课程之外，该项目的 Community Tech Press 网站还将与更广泛的社区分享最终确定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采用这种方法，为多语言学生创建与当地相关的课程。该项目由 Discovery Research preK-12 计划 (DRK-12) 资助，旨在通过研究和开发创新资源、模型和工具，显着增强 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 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，为拟议项目提供理论和实证依据。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。