Incorporating professional science writing into high school STEM research projects

这一探索性项目解决了将学科素养实践纳入高中生科学探究项目的重要挑战。该项目将纳入同行审查程序并在《新兴调查者杂志》(JEI)上发表文章。下一代科学标准强调学科素养的构建，如从证据中进行辩论，以及评估和交流信息。然而，学生和教师几乎没有资源可以将这些概念以真实的形式整合在一起，反映专业科学家的实践。高中生从事科学探究，但很少参与真实的交流形式，这种交流形式反映了科学家如何交流和参与他们所在领域的初级文学。该项目有三个目标：1)产生关于同行审查和发表对科学探究和STEM身份的看法和技能的影响的知识；2)产生关于参与同行审查和发表如何受到背景因素(导师和研究背景的差异)影响的知识；以及3)在学生进行研究的一系列背景下编制JEI实地指南。该项目的目标是扩大高中生对同行评议过程的参与，并在JEI上发表文章。JEI是一本科学期刊，致力于通过同行评议的出版物指导大学预科学生。通过在一个开放获取的网站上发布大学前的研究，该项目将建立对参与这些活动如何改变高中生对科学探究的看法和做法的理解。该项目将通过对向JEI提交论文的学生进行一系列事前和事后调查，调查参与同行评议的出版物将如何影响学生的学习。该项目将通过与资源不足和偏远地区的教师进行外联，通过举办虚拟讲习班和面对面讲习班来扩大学生对联合专家会议的参与，这些讲习班将有助于揭开同行审查和出版的神秘面纱，并探索如何将这些过程纳入现有的调查项目。其他努力将侧重于了解学生的情景体验如何影响他们的科学探究学习。这些学生的经历包括项目的地点(学校、家庭、大学实验室)，他们拥有的导师类型，以及他们是如何受到推动发表研究成果的。该项目将通过与MathForAmerica的合作，从纽约资源不足的学校招收学生，并通过与中西部的STEM协调员进行外联，从农村地区招收学生。所创建的资源将直接在JEI网站上传播。探索研究K-12计划(DRK-12)旨在通过研究和开发创新资源、模型和工具(RMT)，显著提高K-12之前的学生和教师的科学、技术、工程和数学(STEM)的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和经验上的证明。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 exploratory project addresses important challenge of incorporating disciplinary literacy practices in scientific inquiry projects of high school students. The project will incorporate the peer-review process and publication in the Journal of Emerging Investigators (JEI). The Next Generation Science Standards emphasize constructs from disciplinary literacy such as engaging in argument from evidence, and evaluating and communicating information. However, there are few resources available to students and teachers that integrate these constructs in authentic forms that reflect the practices of professional scientists. High school student learners engage in scientific inquiry, but rarely participate in authentic forms of communication, forms that are reflective of how scientists communicate and participate in the primary literature of their fields. The project has three aims: 1) Generate knowledge of the impact of peer-review and publication on perceptions and skills of scientific inquiry and STEM identity, 2) Generate knowledge of how participation in peer-review and publication are impacted by contextual factors (differences in mentors and research contexts), and 3) Develop JEI field-guides across a range of contexts in which students conduct their research. The goal of the project is to expand high school student participation in the peer-review process and in publishing in JEI, a science journal dedicated to mentoring pre-college students through peer-reviewed publication. By publishing pre-college research in an open access website, the project will build understanding of how engaging in these activities can change high school students’ perceptions and practices of scientific inquiry. The project will investigate how participation in peer-reviewed publications will have an impact on student learning by administering a set of pre- and post-surveys to students who submit a paper to JEI. The project will expand student participation in JEI via outreach to teachers in under-resourced and remote areas by delivering virtual and in-person workshops which will serve to demystify peer review and publication, and explore ways to integrate these processes into existing inquiry projects. Other efforts will focus on understanding how student contextual experiences can impact their learning of scientific inquiry. These student experiences include the location of the project (school, home, university lab), the type of mentor they have, and how they became motivated to pursue publication of their research. The project will recruit students from under-resourced schools in New York through a collaboration with MathForAmerica and from rural areas through outreach with STEM coordinators in the Midwest. The resources created will be disseminated directly on the JEI website.The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by pre-K-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.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.