GSE/DIF: Empowering Teachers to Enhance Adolescents' Motivation for Science (E-TEAMS): Leveraging SciMo Findings for Lasting Classroom Change

GSE/DIF：授权教师增强青少年的科学动机 (E-TEAMS)：利用 SciMo 发现实现持久的课堂变革

• 批准号: 1102925
• 负责人: Jennifer Schmidt
• 金额: $ 37.5万
• 依托单位: Northern Illinois University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-05-01 至 2016-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1102925&HistoricalAwards=false
• 关键词: GSE; DIF; Empowering; Teachers; Enhance

Intellectual Merit: Northern Illinois University proposes a diffusion-dissemination project to share findings and implications regarding boys' and girls' motivational processes with high school science teachers, pre-service science teachers, and science teacher educators across the United States. The primary research findings to be diffused come from the Science-in-the-Moment Project (SciMo, HRD-0827526). The SciMo project documented the daily experience and activities of male and female students in high school science courses by gathering data through classroom observation, video, surveys, interviews, and Experience Sampling--a data collection method in which students provided multiple reports of their subjective experience in science in response to vibrating pagers which signaled them during class. Data illuminated systematic gender differences in the lived experience of students in science class, both in terms of students' internal reactions to specific learning situations and in the quality of their daily interactions with their science teachers. Several cognitive and affective factors presumed to be critical motivational processes (e.g., challenge, relevance, goal orientation, ability beliefs) operated differently for male compared to female students, and suggest a motivational disadvantage for girls. Analysis of classroom video data reveals continued bias against girls. The proposed project will disseminate critical information learned from SciMo and related projects about students' motivational processes in science in a way that is accessible, practical, usable by a variety of stakeholders, and empowering to educators at multiple levels in the education system.Products to be created include: 1) a book (containing foundational knowledge, practical applications, and self study materials) on how to enhance motivation for science among boys and girls in high school; 2) ancillary presentation materials (power point slides and handouts) to be used in professional development workshops and to share with parents; and 3) video demonstrations of the teaching practices and activities discussed in the book. Materials will be distributed at no cost to broad audiences using multiple dissemination strategies targeting professional science teacher organizations. Materials will be distributed in hard copy, electronic format on CD and through an interactive, multimedia web portal.Broader Impacts: The project will provide large numbers of science teachers and teacher-educators with the resources they need to understand and influence motivation for science among their students. The materials to be disseminated could have substantial effects on instructional practice, course design and curriculum in high school science education. The benefit to society of equipping a broad range of science teachers with research-based knowledge and practices about motivation is that each teacher that applies this knowledge could have a positive impact on the science motivation of hundreds of students over the course of her/his career. Because proposed materials will focus on issues related to gender and motivational processes in science, the project could result in broader interest and participation of women in STEM education and careers.

知识分子的优点：北伊利诺伊大学提出了一个扩散散文项目，旨在与高中科学教师，职前科学老师和美国的科学教师教育者分享有关男孩和女孩激励过程的发现和影响。要扩散的主要研究发现来自科学领域的项目（SCIMO，HRD-0827526）。 SCIMO项目通过课堂观察，视频，调查，访谈和经验抽样来记录男女学生在高中科学课程中的日常经验和活动 - 一种数据收集方法，其中学生提供了有关他们在课堂上向他们发出振动的振动中的科学主观经验的多次报道。在学生对特定学习情况的内部反应以及与科学老师的日常互动的质量方面，数据在科学课上的生活经验中阐明了系统的性别差异。与女学生相比，对男性的几个认知和情感因素认为是关键的动机过程（例如，挑战，相关性，目标取向，能力信念），对男女的运作方式不同，并暗示了对女孩的动机劣势。对课堂视频数据的分析表明，对女孩的持续偏见。拟议的项目将以可访问，实用，可访问的方式可访问，实用，可通过各种利益相关者使用，并赋予教育系统中多个级别的教育工作者的能力的方式来传播从SCIMO和相关项目中学到的关键信息。要创建的成果包括：1），包括：1）（包括：1）（包括：1）（包括基础知识和自我研究材料），以实现研究材料和自我自我研究，以促进实际的研究材料，以促进研究材料，以促进研究材料，以促进研究材料，以促进良好的研究，以促进研究材料，以促进研究材料，以促进良好的发展，以促进研究材料，以促进研究材料，以促进研究材料，以促进研究材料，以促进研究材料，并在高度培训中添加了良好的动力。 2）用于专业发展研讨会并与父母共享的辅助演示材料（功率点幻灯片和讲义）； 3）书中讨论的教学实践和活动的视频演示。材料将免费分发给广泛的受众，使用针对专业科学教师组织的多种传播策略。材料将以硬拷贝，CD上的电子格式分发，并通过互动的多媒体网站。Boader的影响：该项目将为大量的科学教师和教师教师提供他们所需的资源，以理解和影响学生之间科学的动机。被传播的材料可能会对高中科学教育中的教学实践，课程设计和课程产生重大影响。为社会提供有关动机的基于研究的知识和实践的各种科学教师的好处是，应用这些知识的每个老师都可能在其职业生涯中对数百名学生的科学动机产生积极影响。由于提议的材料将重点放在与科学中的性别和动机过程有关的问题上，因此该项目可能会导致妇女在STEM教育和职业中的更广泛的兴趣和参与。