Youth Participatory Science to Address Urban Heavy Metal Contamination

青年参与科学解决城市重金属污染

基本信息

批准号：
1720856
负责人：
Daniel Morales-Doyle
金额：
$ 44.99万
依托单位：
University of Illinois at Chicago
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-05-15 至 2023-09-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1720856&HistoricalAwards=false
关键词：
Youth Participatory Science Address Urban

项目摘要

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-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 project is focused on the work and learning of teachers as they engage youth from underrepresented groups in studying chemistry as a subject relevant to heavy metal contamination in their neighborhoods. The project is a collaboration of teachers in the Chicago Public Schools, science educators, chemists, and environmental scientists from the University of Illinois at Chicago, Northwestern University, Loyola University, and members of the Chicago Environmental Justice Network. The project is significant because it leverages existing partnerships and builds on pilot projects which will be informed by a corresponding cycle of research on teachers' learning and practice. The project will position Chicago teachers and students as Change Makers who are capable of addressing the crises of inequity in science education and environmental contamination that matter deeply to them, while simultaneously advancing their own understanding and expertise. The project will examine the malleable factors affecting the ability of teachers to engage underrepresented students in innovative urban citizen science projects with a focus on the synergistic learning that occurs as teachers, students, scientists, and community members work together on addressing complex socio-scientific issues. The goal is to provide a network of intellectual and analytical support to high school chemistry teachers engaged in customizing curricula in response to urban environmental concerns. The project will use an annual summer institute where collaborators will develop curriculum and procedures for collecting soil and water samples. In the project, the teachers and students will work with university scientists to analyze these samples for heavy metals, and students will share their results in community settings. The study design will be multiple case and be used to study the content knowledge learned and mobilized by participating teachers as they develop these authentic projects. The project includes explicit focus on the professional development of high school science teachers while it also aims to create rich learning opportunities for underrepresented high school students in STEM fields. The contextualized science concepts within students' everyday experiences or socio-scientific issues will likely have a positive impact on student motivation and learning outcomes, but the experiences of urban students are less likely to be reflected by the curriculum, and the practices of effective secondary science teachers in these contexts are under-examined.

Discovery Research K-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具的研究和开发，以显着增强PreK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学（RMTS）。 DRK-12计划中的项目建立在STEM教育和先前的研究与发展工作中的基础研究，这些研究为拟议项目提供了理论和经验的理由。该项目的重点是对教师的工作和学习，因为他们吸引了来自代表性不足的小组的年轻人研究化学作为与重金属污染相关的受试者。该项目是芝加哥公立学校，科学教育者，化学家和环境科学家的教师的合作，来自伊利诺伊大学芝加哥大学，西北大学，洛约拉大学，芝加哥环境正义网络成员。该项目很重要，因为它利用了现有的合作伙伴关系并建立在试点项目的基础上，这些项目将由有关教师学习和实践的相应研究周期所告知。该项目将把芝加哥教师和学生定位为变革者，他们能够解决对科学教育和环境污染中不平等的危机，对他们深深重要，同时促进了自己的理解和专业知识。该项目将研究影响教师使代表性不足的学生参与创新的城市公民科学项目的能力的可延展因素，重点是作为教师，学生，科学家和社区成员共同解决复杂的社会科学问题的协同学习，这些学习的能力。。目的是为高中化学教师提供智力和分析支持网络，以定制课程，以应对城市环境问题。该项目将使用年度夏季研究所，合作者将开发课程和收集土壤和水样品的程序。在该项目中，教师和学生将与大学科学家合作，分析这些样品的重金属，学生将在社区环境中分享他们的成绩。研究设计将是多种案例，并用于研究参与教师开发这些真实项目时学到和动员的内容知识。该项目包括明确关注高中科学老师的专业发展，同时还旨在为STEM领域中代表性不足的高中生创造丰富的学习机会。学生的日常经验或社会科学问题中的情境化科学概念可能会对学生的动机和学习成果产生积极影响，但是城市学生的经历不太可能被课程反映，而有效的中学科学实践则不太可能。在这种情况下，老师的检查不足。