Examining a place-based and technology driven curriculum that focuses on systems thinking among students.

该项目将推动学生和教师创新技术体验(ITEST)计划的努力，以更好地了解和促进通过研究新的校外计划的结果来提高学生在科学、技术、工程或数学(STEM)领域追求职业生涯的动机和能力的实践。该项目将考察早期高中生参加以系统思维为重点的校外、以地点为基础的课程是否可以提高学生对STEM领域的兴趣、自我效能和追求STEM学位或职业的动机。拟议的项目包括三个主要部分：(1)系统思维概念的介绍和暑期项目中的系统思维建模模拟，(2)学年后续跟进部分，以及(3)春季学生主导的社区峰会，学生将在那里展示他们的顶峰项目。该项目还为参与地点的工作人员提供广泛的职业发展(PD)。课程将以基于项目、动手使用计算机辅助建模和模拟工具为特色，并向社区展示学生模型。暑期和课后课程是专门设计的，旨在提高STEM的参与度、效率，以及传统上代表性不足的高中生在课程和专业领域的选择。参与者的活动将包括学生建模体验；关于气候科学的互动课程的模拟和角色扮演；关于当地关切的地点项目；以及在社区峰会上的顶峰演示。该技术将使学生在学习如何使用(和掌握)新软件的同时，通过实践探索和在无风险实验中做出更好的决策，从而更深入地理解系统思维，提高学生对STEM的兴趣和职业追求。很少有研究试图解决系统思维对低收入和第一代大学生的潜在影响，更少的研究试图了解其在提高STEM兴趣和职业方面的潜在影响。系统思维的研究表明，批判性思维和将批判性思维技能应用于个人和社区感兴趣的系统，有可能促进更大的学术成功，包括理解代数概念和发展解决问题的技能。技术驱动的课程和相关的专业发展将在四个Trio人才搜索和向上跳跃大学入学计划合作伙伴网站进行试点、测试和改进，分三个实施周期进行。研究计划将比较参加项目课程的学生和没有参加项目课程的学生之间的结果衡量标准。研究工具将衡量学生在使用和理解系统思维方面的动机和兴趣，他们对STEM的舒适度和开放兴趣，以及他们在STEM职业生涯中的认同感和能力。项目研究和资源将在专业期刊、会议报告、专业发展研讨会和项目课程的在线分发中广泛传播。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 project will advance efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase student motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM) by studying the outcomes of a new out-of-school program. The project will examine whether early high school student participation in an out-of-school, place-based curriculum focusing on systems thinking can increase student interest in STEM fields, self-efficacy, and motivation to pursue STEM degrees or careers. The proposed project includes three major components: (1) an introduction to systems thinking concepts and a simulation with system thinking modeling in a summer program, (2) an academic year follow-up continuation component, and (3) a spring, student-led Community Summit where students will present their capstone projects. The project also provides for extensive professional development (PD) of the staff at participating sites. The curriculum will feature project-based, hands-on use of computer assisted modeling and simulation tools combined with the presentation of student models to the community. The summer and after school curriculum is specifically designed to increase STEM engagement, efficacy, and course and major field choices among high school students from traditionally underrepresented groups. Participant activities will include student modeling experiences; simulation and role play with an interactive curriculum on climate science, a place-based project on a local concern; and a capstone presentation at a community summit. The technology will allow students to gain a deeper understanding of systems thinking and to make better decisions through hands-on exploration and learning in a risk-free experiment while learning how to use (and master) new software, increasing student STEM interest and career pursuits. Few studies have sought to address the potential impact of systems thinking with low-income and first-generation college students, and fewer studies have sought understanding of its potential impact in increasing STEM interest and careers. Research in systems thinking suggests that thinking critically and applying critical thinking skills to systems of personal and community interest has the potential to promote greater academic success, including comprehending algebraic concepts and developing problem solving skills. The technology-driven curriculum and associated professional development will be piloted, tested, and improved over three cycles of implementation at four TRIO Talent Search and Upward Bound college access program partner sites. The research plan will compare outcome measures between students who participated in the project curriculum compared to students who did not. Research instruments will measure student motivation and interest with respect to their use and understanding of systems thinking, their comfort and open interest in STEM, and their identity and capacity to see themselves in a STEM career. Project research and resources will be widely disseminated in professional journals, conference presentations, professional development workshops, and online distribution of the project curriculum.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.