Opportunities to Learn: Creative Science Through Inquiry, a Middle Grades Teaming Framework

学习机会：通过探究进行创造性科学，中年级团队框架

• 批准号: 1614861
• 负责人: Dana Franz
• 金额: $ 88.32万
• 依托单位: Mississippi State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-09-01 至 2021-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1614861&HistoricalAwards=false
• 关键词: Opportunities; Learn; Creative; Science; Through

This project will advance efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase students' motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM) by developing opportunities for students to learn creatively in science through inquiry. The project will prepare 72 middle school teachers to work with approximately 1800 students from economically disadvantaged schools who have had few opportunities to participate in technology-rich, inquiry-based learning environments. It will examine coherent sets of experiences through curricular models across mathematics, science, technology and English/language arts so that STEM is collaboratively infused in meaningful, relevant ways into the curriculum throughout the school year. Using a team design, the project will engage university and community college faculty members and industry partners with middle school teachers. Through this effort, teams of educators and experts will develop, test, refine, and infuse STEM principles into regular classroom activities so that students can experience the interconnectedness of STEM through mathematics and science enhanced by technology and technical writing. This project will help address the nations' need to increase the diversity of students entering high school who are better prepared to make course selections that will potentially lead to future STEM careers. The project will use a mixed methods design to capture data through questionnaires, focus groups, observations, interviews, videotapes and pre-post tests. Student increases in science achievement and dispositions towards STEM careers will be analyzed using a quasi-experimental design. A propensity score matching process will be used to equate group with sub-group propensity score matching analysis to examine treatment effects by gender, ethnicity, and SES. Repeated measures will be used to examine increases in teacher self-efficacy for teaching science through inquiry and qualitative methods to identify successes and challenges to implementing the collaborative, cross-disciplinary experiences for students. This project will provide a model framework to guide teachers into creating and implementing collaborative STEM lesson units that will engage industry/community college/STEM professionals in the planning, teaching, and evaluating process. Student experiences developed through the framework will expose students to exciting, relevant STEM curriculum that demonstrates the interconnectedness of their academic courses. The enacted model will enhance the teacher teams while building the self-efficacy of the teachers to deliver STEM lessons across the disciplines. Dissemination efforts are two-fold: feedback and community sharing. Feedback on this model will be garnered through academic presentations from professionals across the STEM disciplines. The project website will also provide access to the framework and sample activities as well as opportunities to react to the model.

该项目将促进学生和教师（ITEST）计划的创新技术经验的努力，以更好地理解和促进实践，从而提高学生的动力和能力，从而通过开发学生通过询问来开发学生在科学领域学习创造性地学习的机会，从而从事科学，技术，工程或数学（STEM）的职业。该项目将使72名中学教师与来自经济不利的学校的大约1800名学生合作，他们几乎没有机会参加基于询问的技术富裕的学习环境。它将通过跨数学，科学，技术和英语/语言艺术的课程模型来检查一系列经验集，以便在整个学年中以有意义的相关方式进行协作，以有意义的相关方式进行协作。该项目使用团队设计，将与中学教师与大学和社区学院的教职员工和行业合作伙伴互动。通过这项努力，教育工作者和专家团队将开发，测试，完善和注入STEM原则中的常规课堂活动，以便学生可以通过数学和科学通过技术和技术写作来体验STEM的相互联系。该项目将有助于满足各国的需求，以增加进入高中的学生的多样性，他们准备更好地进行课程选择，从而有可能导致未来的STEM职业。该项目将使用混合方法设计通过问卷，焦点小组，观察，访谈，录像带和验证前测试来捕获数据。学生将使用准实验设计来分析学生的科学成就和对STEM职业的倾向。倾向分数匹配过程将用于将组等同于亚组倾向分数匹配分析，以检查性别，种族和SES的治疗效果。重复措施将通过探究和定性方法来研究教师自我效能感的提高，以确定为学生实施协作，跨学科经验的成功和挑战。该项目将提供一个模型框架，以指导教师创建和实施协作的STEM课程单元，该课程将使行业/社区/STEM专业人员参与计划，教学和评估过程。通过框架开发的学生经验将使学生接受令人兴奋的，相关的STEM课程，以证明其学术课程的相互联系。颁布的模型将增强教师团队，同时建立教师在整个学科中提供STEM课程的自我效能。传播工作是两个方面：反馈和社区分享。 该模型的反馈将通过STEM学科的专业人员的学术演讲获得。该项目网站还将提供访问框架和样本活动的访问，以及对模型做出反应的机会。