Boston Energy in Science Teaching (BEST)

波士顿能源科学教学（最佳）

• 批准号: 0928666
• 负责人: Robert Chen
• 金额: $ 210万
• 依托单位: University of Massachusetts Boston
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-08-01 至 2014-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0928666&HistoricalAwards=false
• 关键词: Boston; Energy; Science; Teaching; BEST

The Boston Energy in Science Teaching (BEST) project is a Phase II MSP that explores the use of one of the organizing principles of science, Energy, as a vehicle to extend and research how teacher in-depth conceptual understanding translates into deeper student engagement, exposition and learning of science. This innovative focus on Energy will allow the Partnership to examine how fundamental organizing principles (e.g., energy, models, scale, systems, and constancy/change) can be used to better teach science at the elementary through the undergraduate level. The BEST Partnership is comprised of the University of Massachusetts-Boston (UMB), the Boston Public Schools (BPS), Northeastern University (NEU), and Roxbury Community College (RCC). The Educational Development Center (EDC) and UMB conduct the BEST educational research and the Program Evaluation Research Group at Lesley University provides the independent project evaluation. The BEST project researches whether and to what extent participation in concept-driven vs. discipline-driven professional development improves grade 3-8 science teachers and university faculty members conceptual understanding, the nature of their instruction, the outcomes of their students, and/or faculty members' interactions with teachers, as well as their thinking about their own research.The BEST theory of action exemplifies the hypothesis that in order to understand how the world works, people require a deep understanding of the fundamental concepts of science, a broad base of scientific observations, and a multi-dimensional and coherent approach to learning. It recognizes, however, that current science curricula, course materials, and university science departments are predominantly organized into single scientific disciplines. Teachers and students, especially at the intermediate level (grades 3-8), are re-teaching and re-learning the same concepts within disciplinary silos. These conceptual disconnects and the segregated way of teaching fail to take advantage of the innate curiosity students bring to learning and the real-world connections that they experience daily. At the same time, huge advances in science and technology have recently resulted from a new emphasis on "interdisciplinary" or "cross-disciplinary" research. Therefore, the BEST Partnership effort hypothesizes that similar advances in science learning can be made for teachers and their students through a new emphasis on the foundational concepts that straddle all science disciplines. The Partnership extends and modifies two of its Phase I successful strategies, Contextualized Content Courses (CCC) and Collaborative Coaching and Learning in Science (CCLS), by using Energy, a theme that integrates the fundamental concepts that pervade science, to develop better teaching of science at elementary through undergraduate levels. The BEST vision is one of a growing community of STEM higher education faculty that works side-by-side with K-12 teachers in science education reform; Boston teachers having a deep sense of the organizing principles of science and their connection to disciplinary curricula; and students from all backgrounds entering and remaining in the STEM pipeline supported by the Boston Science Partnership. The goals of this Partnership are to 1) better understand how increasing teacher knowledge increases student achievement and research why the BEST model is effective, 2) increase teacher understanding of science and therefore teacher efficiency and effectiveness at teaching existing curricula, 3) engage disciplinary higher education faculty in a deep discussion of cross-disciplinary research and science education in order to spark new research directions and center institutional changes in STEM education, and 4) increase student interest and achievement in science in the intermediate grades. The BEST project will result in an innovative instructional approach integrating the theme of Energy, a science education masters degree, a growing community of strong science educators, a highly effective and innovative professional development model for both college faculty and teachers which will be disseminated to other university-school district partnerships, and significant research on teaching and learning.

波士顿能源在科学教学中（最佳）项目是II阶段MSP，它探讨了科学，能源的组织原理之一，作为扩展和研究教师深入的概念理解如何转化为更深入的学生参与，博学和学习科学的工具。 这种对能源的创新关注将使伙伴关系能够研究基本的组织原理（例如能源，模型，规模，系统和恒定/变更/变化）如何通过本科层面更好地在基础上教科学。 最好的合作伙伴关系由马萨诸塞大学波士顿大学（UMB），波士顿公立学校（BPS），东北大学（NEU）和罗克斯伯里社区学院（RCC）组成。 教育发展中心（EDC）和UMB进行了最佳的教育研究，莱斯利大学的计划评估研究小组提供了独立的项目评估。 最佳项目研究是否以及在何种程度上参与以概念为导向与学科驱动的专业发展，改善了3-8年级的科学教师和大学教师的概念理解，他们的教学本质，学生的成果，学生的成果，以及/或教师与教师的互动，以及对自己的思想的最佳理解，以良好的理解，以良好的理解。科学的基本概念，广泛的科学观察基础以及多维和连贯的学习方法。 但是，它认识到当前的科学课程，课程材料和大学科学系主要组织成单个科学学科。 教师和学生，尤其是在中级（3 - 8年级）的教师和学生正在重新学习和重新学习纪律孤岛中相同的概念。 这些概念上的脱节和隔离的教学方式无法利用学生为学习带来的先天好奇心和他们每天所经历的现实世界的联系。 同时，科学技术的巨大进步最近是由于对“跨学科”或“跨学科”研究的新重视。 因此，最好的伙伴关系努力假设，通过对跨越所有科学学科的基础概念的新强调，可以为教师及其学生在科学学习方面的类似进步。 该合作伙伴关系扩展并修改了I阶段成功的两个策略，即情境化内容课程（CCC）以及科学中的协作教练和学习（CCLS）（CCLS）（CCLS），通过使用能量，一个主题，该主题整合了遍布科学的基本概念，以通过小学的层面来发展科学的更好的科学教学。最佳愿景是与K-12教师在科学教育改革方面并排合作的STEM高等教育学院不断增长的社区之一。波士顿教师对科学的组织原则及其与纪律课程的联系有深刻的理解。来自波士顿科学合作伙伴关系支持的所有背景的学生都进入并留在STEM管道中。 The goals of this Partnership are to 1) better understand how increasing teacher knowledge increases student achievement and research why the BEST model is effective, 2) increase teacher understanding of science and therefore teacher efficiency and effectiveness at teaching existing curricula, 3) engage disciplinary higher education faculty in a deep discussion of cross-disciplinary research and science education in order to spark new research directions and center institutional changes in STEM education, and 4) increase student interest and achievement in science in the intermediate grades.最佳项目将导致一种创新的教学方法，该方法将能源主题，科学教育硕士学位，一个不断增长的强大科学教育者社区，一个高效且创新的专业发展模型，用于大学教职员工和教师，这些模型将被传播到其他大学学校的伙伴关系以及有关教学和学习的重要研究。