EAGER: Researching Team-Based Learning in High-School Physics Classes

该奖项将开展探索性研究，为研究高中物理课堂中的团队学习奠定基础，该研究将利用现有的高中物理教师的生命系统物理教师（pol - t）网络来研究如何在高中物理课程中实施团队学习（TBL）。尽管追求科学本质上是合作的，但高中物理教育通常并不明确地涉及团队技能的发展。目标是明确地促进学生的团队合作技能，因为团队合作和协作是当前学校儿童未来工作环境的核心。团队合作可以提高生产力和效率，增强社交技能和沟通能力，增加多样性，并使学习成为可能。在高中阶段接受高质量物理教育的学生将更有能力选择STEM专业并取得成功，从而在医学、研究、政府机构、环境科学等领域开辟职业道路。这些类型的职业定位于解决我们星球上一些最严重的威胁。该项目还将通过缩小学生进入大学后在物理准备方面的差距，影响多样性和包容性的努力。本研究旨在探索在高中物理课程中实施基于团队的学习的潜在变革见解。在高中阶段，以团队为基础的学习方面的工作很少，而且有相当多的障碍需要克服。例如，大多数教师从未接受过从为个人开发的课程转向以团队为基础的课程的培训。学生们也不习惯在作业和评估上进行合作。最后，父母通常希望他们的孩子接受和他们一样的教育。拟议的工作将研究实施的潜在瓶颈，并阐明如何在不同的课堂环境中适应基于团队的学习。在高中阶段实施基于团队的学习有几个更广泛的影响。它通过促进积极参与、批判性思维和解决问题来提高学生的参与度和学习成果。以团队为基础的学习也培养了必要的团队合作和沟通技巧，为学生未来的学术和职业成功做好准备。它通过重视不同观点和鼓励同伴支持来营造包容和公平的学习环境。此外，以团队为基础的学习为学生接受高等教育和专业设置做准备，同时通过采用新的教学策略和协作实践为教师的专业发展提供机会。该奖项反映了美国国家科学基金会的法定使命，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 award will carry out exploratory research to lay the foundation of Researching Team-Based Learning in high-school physics classes that will leverage the existing Physics of Living Systems Teacher (PoLS-T) Network of high-school physics teachers to investigate how to implement team-based learning (TBL) in the high school physics curriculum. Even though the pursuit of science is inherently collaborative, physics high-school education generally does not explicitly involve the development of team-based skills. The goal is to explicitly promote collaborative teamwork skills for students, as teamwork and collaboration are central to the future work environment of current school children. Teamwork increases productivity and efficiency, enhances social skills and communication, increases diversity, and enables learning. Students with access to quality physics education at the high school level will be better equipped to select and succeed in STEM majors, thus opening a career trajectory in medicine, research, governmental agencies, environmental sciences, to name a few. These types of careers are positioned to address some of our planet's most critical threats. The project will also impact diversity and inclusion efforts by diminishing gaps in physics preparedness when students get to the university level. The research lies in the exploration of potentially transformative insights into the implementation of Team-Based Learning in the high-school physics curriculum. There has been very little work on team-based learning a the high-school level and there are quite a few obstacles to overcome. For example, most instructors have never been trained to switch from a curriculum developed for individuals to a team-based curriculum. Students, too, are not used to collaborate on both assignments and assessments. And, finally, parents often want their children to be educated the same way as they were educated. The proposed work will research potential bottlenecks to implementation and shed light on how to fit Team-Based Learning in diverse classroom environments.Implementing Team-Based Learning at the high-school level has several broader impacts. It enhances student engagement and improves learning outcomes by promoting active participation, critical thinking, and problem-solving. Team-Based Learning also develops essential teamwork and communication skills, preparing students for future academic and professional success. It fosters an inclusive and equitable learning environment by valuing diverse perspectives and encouraging peer support. Additionally, Team-Based Learning prepares students for higher education and professional settings, while providing opportunities for teacher professional development through the adoption of new instructional strategies and collaborative practices.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.