EAGER: Quantum Teaching and Learning in Elementary Classrooms

EAGER：小学课堂的量子教学

• 批准号: 2329874
• 负责人: Nancy Holincheck
• 金额: $ 29.98万
• 依托单位: George Mason University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-08-01 至 2025-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2329874&HistoricalAwards=false
• 关键词: EAGER; Quantum; Teaching; Learning; Elementary

This project aims to serve the national interest by expanding K-12 quantum education research into the elementary grades, investigating how elementary teachers and students learn quantum science concepts. As quantum technologies emerge, the resulting changes in numerous STEM fields will lead to an increasing need for quantum workforce development. Quantum education research at the K-12 level has been limited and has largely focused on high school students and teachers, yet most students have decided if STEM is for them long before high school. Elementary students are still developing their interests and beliefs about who they can become. To diversify the future quantum workforce in this fast-changing field, students must be introduced to quantum in the elementary grades. This two-year project will engage 10 elementary teachers and over 400 elementary students in quantum learning experiences, with an increasing impact in the years following the project.This project will study learning associated with elementary teachers' engagement in professional learning and elementary students' learning related to quantum science, quantum thinking, and careers. The knowledge base required for elementary teachers and students to learn quantum will be identified in order to explore and compare how elementary students and teachers conceptualize and make sense of quantum science concepts. The project will also examine how elementary teachers adapt, develop, and implement quantum curricular materials for use in their classrooms. This study will serve as a first effort to understand how teachers develop their knowledge and conceptualization of quantum ideas and pedagogy for the elementary classroom. By opening the door to research on quantum education at the elementary level, this project will create opportunities for diverse learners to engage and get excited about this upcoming area of future opportunities. The goals of this project are to (a) engage elementary teachers in quantum learning experiences, and (b) develop elementary quantum curricular materials. This project is co-funded by the Discovery Research preK-12 (DRK-12) program, which 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.

该项目旨在通过将K-12量子教育研究扩展到小学年级来服务于国家利益，调查小学教师和学生如何学习量子科学概念。随着量子技术的出现，众多STEM领域的变化将导致对量子劳动力发展的需求不断增加。K-12阶段的量子教育研究一直很有限，主要集中在高中生和教师身上，但大多数学生在高中之前很久就决定了STEM是否适合他们。小学生们仍在培养他们对自己能成为谁的兴趣和信念。为了在这个快速变化的领域中使未来的量子劳动力多样化，必须在小学年级向学生介绍量子。这个为期两年的项目将邀请10名小学教师和400多名小学生体验量子学习，并在项目结束后的几年内产生越来越大的影响。该项目将研究与小学教师参与专业学习相关的学习，以及与量子科学、量子思维和职业相关的小学生学习。将确定小学教师和学生学习量子所需的知识基础，以便探索和比较小学生和教师如何概念化和理解量子科学概念。该项目还将审查小学教师如何适应、开发和实施量子课程材料，以便在他们的课堂上使用。这项研究将作为第一次努力了解教师如何发展他们的知识和量子思想的概念化以及小学课堂的教育学。通过打开初级量子教育研究的大门，该项目将为不同的学习者创造机会，让他们参与进来，并对这一即将到来的未来机会领域感到兴奋。这个项目的目标是(A)让小学教师参与量子学习体验，以及(B)开发初级量子课程材料。该项目由发现研究预科-12(DRK-12)项目共同资助，该项目旨在通过研究和开发创新资源、模型和工具，显著提高预科-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。

项目成果

Quantum Science and Technologies in K-12: Supporting Teachers to Integrate Quantum in STEM Classrooms

• DOI: 10.3390/educsci14030219
• 发表时间: 2024-02
• 期刊: Education Sciences
• 影响因子: 3
• 作者: Nancy M. Holincheck;Jessica L. Rosenberg;Xiaolu Zhang;Tiffany N. Butler;Michele Colandene;Benjamin W. Dreyfus