Collaborative Online Projects for ELL Students (COPELLS)

这个研发项目的目的是研究俄勒冈州中学水平的说西班牙语的英语学习者(ELL)使用文化和语言敏感的科学教材的可行性。该项目是俄勒冈大学国家支持电子文本中心和高级教育技术中心(CATE)与墨西哥拉丁美洲教育传播研究所(ILCE，西班牙语首字母缩写)的合作努力；其目的是选择、翻译成英语、增强和评估ILCE制作的教学材料的使用。ILCE的材料包括一系列西班牙语在线协作项目(COPS)，也可通过总部设在墨西哥的“Red Escolar”获得。COPS是持续5-6周的技术增强型教学模块。一般来说，它们由一个学习单元组成，其中包含四到五节关于特定科学主题的课程，旨在加强对关键科学概念和技能的理解。COPS的修改和发展将基于多媒体学习的认知-情感理论，该理论建立在双编码理论、认知负荷理论和建构主义学习理论的基础上。增强双语版本的COPS将与俄勒冈州科学标准和国家科学教育标准(NRC，1996)保持一致。这些COPS将包括支助资源，例如通过电子文本进行的交互式在线阅读、基本科学词汇的音频和视频解释、插图(例如图像、视频、游戏)、在线双语词典的访问、使所有单词能够大声朗读的文本-语音转换软件以及两种语言版本之间的链接。此外，该项目旨在开发辅助教师指南，以确保他们理解科学内容和教学策略。该项目将采用基于设计的研究方法来重新设计、测试、改进和评估COPS，重点放在教师、学生和材料之间的互动，并将功能性的、基于证据的干预作为过程的结果之一。拟议工作范围的主要假设是，改编墨西哥科学教师和学生已经在使用的高质量科学材料，可能是开发和向俄勒冈州不同语言的Ells人口提供与文化相关的材料的有效方式。该项目将调查以下研究问题：(1)COPS是否促进了科学内容的学习、科学态度和第二语言的发展？(2)哪些因素影响了学生对COPS的有效使用？(3)教师和学生未来是否有动力使用COPS？研究设计分为两个阶段。第一阶段--已经完成--是知情探索，研究团队通过这一阶段确定和描述问题并评估需求，进行全面的文献审查，开发适当的理论结构，并确定受众的特征。第二阶段是一个由三个步骤组成的制定过程：(A)选择和重新设计一个由科学家、科学教育工作者、俄勒冈州教育部内容专家、科学多媒体专家和科学教师组成的团队，他们将确定三个COP，将它们翻译成英语，并将它们发布到内部测试和完善；(B)进行案例研究，以收集和解释来自课堂观察、学生问题和评论的日志、学生科学知识获得的评估以及学生和教师的满意度和参与度的数据；以及(C)在俄勒冈州的三个学区开展可行性研究，包括8名理科教师和160名讲西班牙语的中学学生(20名学生/教师)。将采用定性和统计数据收集和解释战略。项目可行性措施包括：(A)学生使用单一条件的考前-考后设计学习科学概念；(B)英语和西班牙语学术语言水平的提高；(C)教师和学生在科学课堂上使用技术的满意度、参与度和态度。主要项目成果包括三个符合国家和国家科学标准的COPS，旨在加强对科学内容的理解和支持双语识字；以及关于教学单位可用性的研究数据。项目评估包括形成性和总结性两部分，外部评估者、咨询委员会和科学审查委员会。主要的传播活动是在CATE的网站上张贴COP、期刊文章以及在主要的地区和国家会议上发表演讲。

The purpose of this R&D project is to study the feasibility of culturally and linguistically sensitive science instructional materials with middle-school level Spanish-speaking English language learners (ELLs) in Oregon. The project is a collaborative effort between the University of Oregon's National Center for Supported Electronic Text and the Center for Advanced Technology in Education (CATE), in partnership with the Latin-American Institute for Educational Communication (ILCE, Spanish acronym) in Mexico; it aims at selecting, translating into English, enhancing, and evaluating the use of ILCE-produced instructional materials. ILCE's materials consist of a series of Collaborative Online Projects (COPs) in Spanish, available through "Red Escolar" with headquarters in Mexico as well. COPs are 5-6-week duration technology-enhanced instructional modules. Generally, they consist of one study unit containing four to five lessons on specific science topics designed to enhance understanding of key science concepts and skills. Modification and development of COPs will be based on a cognitive-affective theory of multimedia learning that founds itself on dual-coding theory, cognitive-load theory, and constructivist learning theory. Enhanced bilingual versions of COPs will be aligned with the Oregon Science Standards and the National Science Education Standards (NRC, 1996). These COPs will include support resources, such as interactive online reading through e-text, audio and video explanations of fundamental scientific vocabulary, illustrations (e.g., images, videos, games), access to an online bilingual dictionary, text-to-speech software that enables all words to be read out loud, and links between the two language versions. In addition, the project aims at developing accompanying teacher guides to ensure their understanding of the science content and instructional strategies.The project will adopt a designed-based research approach to the redesign, testing, refinement, and evaluation of COPs focused on the interaction between teachers, students, and materials with a functional, evidence-based intervention as one of the outcomes of the process. The main assumption of the proposed scope of work is that adapting quality science materials already in use by Mexican science teachers and students may be an efficient way to develop and deliver culturally relevant materials to the linguistically diverse population of ELLs in Oregon. The project will investigate the following research questions: (1)Do COPs facilitate science content learning, scientific attitudes, and second-language development? (2) What factors influence students' effective use of COPs? (3) Are teachers and students motivated to use the COPs in the future? The research design consists of two stages. The first stage--already completed--is informed exploration through which the research team identified and described the problem and assessed needs, conducted a comprehensive literature review, developed appropriate theoretical constructs, and characterized the audience. The second stage is a three-step enactment process: (a) selection and redesign by which a team of scientists, science educators, Oregon Department of Education content specialists, science multimedia experts, and science teachers will identify three COPs, translate them into English, and post them for in-house testing and refinement; (b) conduct case studies to gather and interpret data from classroom observations, logs of students' questions and comments, assessment of students' scientific knowledge gains, and students' and teachers' satisfaction and engagement; and (c) implement a feasibility study in three Oregon school districts, including eight science teachers, and 160 secondary school Spanish-speaking ELLs (20 students/teacher). Qualitative and statistical data gathering and interpretation strategies will be employed. Project feasibility measures include (a) students' learned science concepts using a single-condition pre-test-posttest design, (b) English and Spanish academic language proficiency growth; and (c) teachers' and students' use of technology in science classrooms, satisfaction, engagement, and attitudes. Major project outcomes consist of three COPs aligned with state and national science standards designed to enhance understanding of the science content and support bilingual literacy acquisition; and research-informed data on the usability of the instructional units. Project evaluation includes both formative and summative components, an external evaluator, an advisory board, and a science review committee. Posting COPs on the CATE's website, journal articles, and presentations at major regional and national conferences are the main dissemination activities.