RAPID: Co-Developing a Community-Based Science Education Curriculum Framework for Disaster Justice and Resilience: A Response to the 2022 Buffalo Blizzard

这个快速项目响应2022年的布法罗暴风雪（布法罗，纽约州）通过开发，与社区，科学教育课程框架侧重于灾害正义和恢复力。该项目将通过捕捉科学教师，黑人和布朗社区领导人以及直接受影响的家庭的经验，反思和需求来记录暴风雪对科学教育，人类和社会的影响。这个项目之所以重要，主要有两个原因。首先，这一极端天气事件暴露了持续存在的经济和社会不公正，以及种族和阶级分歧，这些分歧使边缘化群体在极端天气事件中面临更大的风险。其次，暴风雪暴露了美国在灾害教育方面的巨大差距，特别是在科学教育中的灾害风险，减少和恢复能力方面。为了解决这些差距，该小组将记录经验，反思和布法罗社区的需求。此外，该小组将与社区合作，制定一个科学教育框架，为布法罗及其他地区正式和非正式的基于社区的灾害正义和复原力提供信息。该项目的研究结果将在科学教育和气候正义空间，并通过社区设计的论坛和小组以及多模式媒体进行分享。总的来说，该项目将为面向正义的科学教育以及灾害准备和恢复提供信息，这些教育将集中在那些最脆弱和受灾害影响的人的声音和人性中。这项拟议的工作是在对灾害恢复和灾害正义的理解的基础上进行的，以促进科学教育，促进社会正义，应对布法罗暴风雪。了解灾后恢复过程对于建设抵御未来灾害的能力至关重要。正如联合国《2015-2030年仙台减少灾害风险框架》所强调的那样，教育在建设抗灾能力方面的作用至关重要。这个快速项目有三个主要目标：第一，该小组将与科学教师，社区领导人和家庭进行访谈，记录他们的经验和对布法罗暴风雪有关的天气和气候课程和教学方法和需求的思考;社区方法准备和需求，家庭需求，学校支持和资源;气候相关灾害的文化和种族影响（在生命损失和地理影响方面）;以及正义/不公正，复原力和情感。第二，该小组将召集科学教师、社区领袖、家庭、科学教育研究人员和科学家的联盟，讨论访谈的主要结果，并确定总体主题。第三，该小组将为学校内外使用的关于灾害正义和复原力的科学教育课程框架制定指导方针，与直接受到布法罗暴风雪影响的人共同制定。一个基于社会设计的实验（SDBE）方法将指导这个项目。这种迭代方法适合于解决影响弱势学生和社区的紧迫问题。与该项目相关的SDBE的核心原则侧重于历史和历史性;将过去带入现在;使用动态文化模型;强调弹性和变化;以及转型和可持续性的最终目标。主要的数据来源是个人半结构化访谈、联盟讨论和工件（例如，文章、新闻报道）。该项目旨在扩大城市科学教师的参与，他们为受暴风雪影响的学校的大约500名K-12学生提供服务，黑人和棕色社区领导人在青年服务，公共卫生，气候正义，食品（在）安全和公平流动组织中工作;以及生活在受暴风雪影响最严重的社区的黑人和棕色家庭。该项目由发现研究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。

This RAPID project responds to the Buffalo blizzard of 2022 (Buffalo, NY) by developing, with and for the community, a science education curriculum framework focused on disaster justice and resilience. This project will document the science education human and social impact of the blizzard by capturing the experiences, reflections, and needs of science teachers, Black and Brown community leaders, and families who were directly affected. This project is important for two main reasons. First, this extreme weather event exposed persistent economic and social injustices, as well as racial and class divides that place marginalized populations at a greater risk during extreme weather events. Second, the blizzard exposed glaring gaps in disaster education, and specifically disaster risk, reduction, and resilience in science education in the US. To address these gaps, the team will document the experiences, reflections, and needs of the Buffalo community. Also, the team will work with the community to develop a science education framework that will inform formal and informal community-based disaster justice and resilience in Buffalo and beyond. Findings from this project will be shared in the science education and climate justice spaces, and via community-designed forums and panels, and through multimodal media. Overall, this project will inform justice-oriented science education as well as disaster preparation and resilience that center the voices and humanity of those who are most vulnerable and impacted by disasters.This proposed work is framed by understandings of disaster resilience and disaster justice to promote science education for social justice in response to the Buffalo blizzard. Understanding the process of recovery after a disaster is critical to building resilience to future disasters. The role of education in building disaster resilience is critical, as emphasized by the U.N. Sendai Framework for Disaster Risk Reduction 2015-2030. This RAPID project has three main objectives: First, the team will conduct interviews with science teachers, community leaders, and families to document their experiences and reflections on the Buffalo blizzard in relation to weather and climate curriculum and instructional approaches and needs; community approaches to preparedness and needs, family needs, school support, and resources; cultural and racial impacts of climate-related disasters (in terms of loss of life and geographical impacts); and justice/injustice, resilience, and emotions. Second, the team will convene a coalition of science teachers, community leaders, families, science education researchers and scientists to discuss key findings from the interviews and identify overarching themes. Third, the team will develop guidelines for a science education curriculum framework on disaster justice and resilience for use in/out of school, co-developed with people who were directly impacted by the Buffalo blizzard. A social design-based experiment (SDBE) approach will guide this project. This iterative approach is appropriate for addressing urgent problems that impact vulnerable students and communities. The core principles of SDBE relevant to this project focus on history and historicity; the bringing of the past into the present; the use of a dynamic model of culture; an emphasis on resilience and change; and an end goal of transformation and sustainability. The main data sources are individual semi-structured interviews, coalition discussions, and artifacts (e.g., articles, news reports). This project aims to broaden the participation of urban science teachers serving approximately 500 K-12 students in schools that were impacted by the blizzard, Black and Brown community leaders working in youth services, public health, climate justice, food (in)security, and equitable mobility organizations; and Black and Brown families living in communities most impacted by the blizzard. 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.