Strengthening Middle School Science and Health Education for Diverse Learners by Linking Grade-Level Reading of Complex Texts and Inquiry

通过将复杂文本的年级阅读和探究联系起来，加强对不同学习者的中学科学与健康教育

• 批准号: 9303069
• 负责人: William Robert Folk
• 金额: $ 26.83万
• 依托单位: UNIVERSITY OF MISSOURI-COLUMBIA
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-09-01 至 2022-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9303069
• 关键词: Address; Adopted; Attention; Behavioral Research; Biological Sciences; Biomedical Research; Childhood Cancer Survivor Study; Clinical Research; Collaborations; Common Core; Communication; Communities; Complex; Data; Development; Disabled Children; Education; Educational Assessment; Educational workshop; Engineering; English Language; Faculty Workshop; Failure; Foundations; Goals; Health; Health education; Instruction; Knowledge; Language; Language Arts; Language Development; Learning; Linguistics; Link; Medicine; Middle School Student; National Research Council; Next Generation Science Standards; Performance; Program Development; Reading; Research Personnel; Resources; Risk; SECTM1 gene; School Teachers; Schools; Science; Science, Technology, Engineering and Mathematics; Science, Technology, Engineering and Mathematics Education; Source; Special Education; Students; Teacher Professional Development; Terminology; Testing; Text; Textbooks; Training; Underachievement; Underserved Students; United States National Institutes of Health; Vocabulary; Writing; career; eighth grade; evidence base; expectation; experience; improved; innovation; interest; junior high school; literacy; mathematical ability; multimodality; outreach; programs; reading ability; reading comprehension; science education; science teacher; skills; socioeconomics; teacher; university student

STRENGTHENING MIDDLE SCHOOL SCIENCE AND HEALTH EDUCATION FOR DIVERSE LEARNERS BY LINKING GRADE-LEVEL READING OF COMPLEX TEXTS AND INQUIRY PROJECT ABSTRACT This project will contribute to NIH’s and the nation’s overarching goal to “enhance the training of a workforce to meet the nation’s biomedical, behavioral and clinical research needs and especially of students from underserved communities.” Science requires sophisticated literacy skills such as the ability to access scientific terminology, interpret arrays of data, comprehend scientific texts, engage in interpretive and critical reading, and read and write scientific explanations. The well-established reciprocal and synergistic relationship of language learning and literacy skills for science learning and inquiry are acknowledged by the National Research Council “Conceptual Framework to Develop New Education Standards”, the accompanying Next Generation Science Standards (NGSS), and the Common Core State Standards for English/language arts-technical subjects (CCSS-ELA.RST). However, two-thirds of US middle school students are not reading at a proficient level, and underachievement in science, technology, engineering and mathematics (STEM) is particularly severe for diverse learners–children with disabilities, at-risk for school failure, and/or from culturally, socioeconomically or linguistically diverse backgrounds. To address their needs, the proposed program will develop, implement and rigorously evaluate innovative STEM multimodal text sets and linked inquiry activities, and innovative teacher professional development workshops for teachers to strengthen learners’ STEM education. A multimodal text set is a coherent sequence of texts and other information sources pertaining to a specific topic or line of inquiry that supports students in building the vocabulary and background knowledge required for reading comprehension. The project tests the hypothesis that use of such text sets in appropriate settings with linked inquiry activities will strengthen diverse learners’ interest in STEM and achievement of NGSS Performance Expectations and CCSS Standards. The following Specific Aims will be implemented: Aim 1: With partner teachers, develop sixth- to eighth-grade-level STEM multimodal text sets and linked inquiry activities; Aim 2: Provide instructional support to teachers, with special attention to the needs of diverse learners; Aim 3: Rigorously assess i) the teachers’ use of the STEM multimodal text sets and linked inquiry activities; ii) the accompanying teacher instructional support; and iii) changes in students’ interest in STEM and achievement of NGSS Performance Expectations and the CCSS-ELA.RST; Aim 4: Disseminate widely the descriptions of the STEM multimodal text sets and linked science inquiry activities and teacher support. The program will draw together investigators with expertise in science, literacy, special education and educational assessment and with experience in proven K12 outreach and professional development programs, along with schools and teachers committed to improving science education through evidence-based studies. The program is especially targeted for diverse learners who are underrepresented in the STEM workforce, so that they will consider careers in health and medicine. The resources developed will be disseminated widely in a manner that can be easily adopted.

加强中学科学和健康教育， 阅读与探究相结合 项目摘要 该项目将有助于NIH和国家的总体目标，即“加强劳动力的培训，以满足 国家的生物医学，行为和临床研究需求，特别是来自服务不足的学生 社区”。科学需要复杂的识字技能，如获得科学术语的能力， 解释数据阵列，理解科学文本，从事解释性和批判性阅读，阅读和写作 科学的解释。语言学习和读写能力之间的相互促进和协同作用 科学学习和探究的技能得到了国家研究理事会“概念框架， 制定新的教育标准”，伴随的下一代科学标准（NGSS），以及共同的 核心国家标准英语/语言艺术-技术科目（CCSS-ELA. CN）。然而，三分之二的美国 中学生的阅读水平不高，在科学、技术、工程方面成绩不佳 和数学（STEM）是特别严重的不同学习者-残疾儿童，在学校失败的风险， 和/或来自不同文化、社会经济或语言背景的人。为了满足他们的需要， 该计划将开发，实施和严格评估创新的STEM多模式文本集和链接查询 活动和创新的教师专业发展讲习班，以加强学习者的STEM 教育多模态文本集是与特定的文本和其他信息源有关的连贯序列。 主题或调查线，支持学生建立所需的词汇和背景知识， 阅读理解。该项目测试的假设，使用这种文本集在适当的设置与链接 调查活动将加强不同学习者对STEM的兴趣和NGSS绩效的实现 期望和CCSS标准。将实现以下具体目标：目标1：与伙伴教师， 开发六至八年级STEM多模式文本集和相关探究活动;目标2：提供 向教师提供教学支助，特别注意不同学习者的需要;目标3：严格评估 教师使用STEM多模式文本集和相关探究活动; ii）陪同教师 教学支援;以及iii）学生对STEM的兴趣和NGSS表现的变化 目标4：广泛传播STEM多模态文本集的描述 并将科学探究活动与教师支持联系起来。 该计划将吸引具有科学，扫盲，特殊教育和教育专业知识的调查人员 评估和经验，证明K12推广和专业发展计划，沿着与学校 教师致力于通过循证研究改善科学教育。该方案特别是 针对在STEM劳动力中代表性不足的多样化学习者，以便他们考虑在 保健和医药。所开发的资源将以易于采用的方式广泛传播。