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

该奖项将开展探索性研究，为在高中物理课堂上研究基于小组的学习奠定基础，该研究将利用现有的高中物理教师网络-生活系统物理学(PolS-T)来研究如何在高中物理课程中实施基于小组的学习(TBL)。尽管对科学的追求与生俱来是合作的，但高中物理教育通常不会明确涉及团队技能的发展。目标是明确促进学生的协作团队合作技能，因为团队合作和协作是当前学龄儿童未来工作环境的核心。团队合作提高了生产力和效率，增强了社交技能和沟通，增加了多样性，并使学习成为可能。有机会在高中阶段接受优质物理教育的学生将更有能力选择STEM专业并取得成功，从而开启一条在医学、研究、政府机构、环境科学等领域的职业轨迹。这些类型的职业定位于解决我们这个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来影响多样性和包容性努力。本研究旨在探索在高中物理课程中实施小组学习的潜在变革意义。在高中阶段的基于团队的学习方面的工作很少，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换为基于团队的课程的培训。学生们也不习惯在作业和评估上进行协作。最后，父母往往希望他们的孩子接受教育的方式与他们受到的教育相同。这项拟议的工作将研究实施的潜在瓶颈，并阐明如何将基于团队的学习适应于不同的课堂环境。在高中层面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并改善学习结果。基于团队的学习还发展了基本的团队合作和沟通技能，为学生未来的学术和职业成功做好了准备。它通过重视不同的观点和鼓励同龄人的支持，促进了一个包容和公平的学习环境。此外，基于团队的学习通过采用新的教学策略和协作实践，为学生为高等教育和专业设置做好准备，同时为教师专业发展提供机会。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。

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.