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 通过链接复杂文本和查询的年级阅读级别的学习者 项目摘要 该项目将有助于NIH和美国的总体目标，以“增强劳动力培训以满足劳动力的培训 美国的生物医学，行为和临床研究需求，尤其是服务不足的学生 社区。”科学需要精致的扫盲技能，例如获得科学术语的能力， 解释数据阵列，理解科学文本，进行解释性和批判性阅读，并读写 科学解释。语言学习与识字的良好成就的互惠和协同关系 国家研究委员会承认科学学习和探究技能“概念框架 制定新的教育标准”，参与的下一代科学标准（NGSS）和常见 英语/语言艺术技术主题的核心州标准（CCSS-ELA.RST）。但是，我们三分之二 中学生的读书水平并不在科学，技术，工程学方面不足 数学（STEM）对于潜水者的学习者 - 残疾儿童，危险的学校失败，尤其是严重的 和/或来自文化，社会经济或语言上不同的背景。为了满足他们的需求，提案 程序将开发，实施和严格评估创新的STEM多模式文本集和链接的查询 活动，以及为教师增强学习者STEM的创新教师专业发展研讨会 教育。多模式文本集是与特定有关的文本和其他信息源的连贯序列 主题或询问线支持学生构建所需的词汇和背景知识 阅读理解。该项目测试了以下假设 查询活动将增强潜水员对STEM和NGSS绩效的兴趣 期望和CCSS标准。将实施以下具体目标：目标1：与合作伙伴老师一起 开发六到八年级的STEM多模式文本集和链接的查询活动；目标2：提供 对教师的教学支持，特别关注潜水者学习者的需求；目标3：严格评估i） 教师使用STEM多模式文本集和链接的查询活动； ii）参与的老师 教学支持； iii）学生对STEM的兴趣和NGSS绩效的成就的变化 期望和ccss-ela.rst; AIM 4：广泛传播STEM多模式文本集的描述 并联系起来的科学探究活动和教师支持。 该计划将与科学，识字，特殊教育和教育方面的专业知识一起吸引研究人员 评估并具有经过验证的K12外展和专业发展计划的经验以及学校 以及致力于通过循证研究改善科学教育的教师。该程序尤其是 针对STEM劳动力中人数不足的潜水者学习者的目标，以便他们考虑职业 健康与医学。开发的资源将以可以轻松采用的方式广泛传播。