Professional Development for Teaching and Learning about Energy and Equity in high School Physics

高中物理能源与公平教学的专业发展

• 批准号: 1907815
• 负责人: Rachel Scherr
• 金额: $ 272.24万
• 依托单位: Seattle Pacific University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-07-01 至 2019-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1907815&HistoricalAwards=false
• 关键词: Professional; Development; Teaching; Learning; about

This project will research and develop instructional materials and conduct professional development for teachers to help students understand energy flow, an important scientific concept with economic and social implications. This energy learning is the foundation for informed decision-making about sustainable and just use of energy resources. Energy issues are not only issues of science and technology, but must be integrated with civics, history, economics, sociology, psychology, and politics to understand and solve modern energy problems. Placing the scientific concept of energy in this social context presents an opportunity to advance science education as equitable and culturally responsive. This project will create a model for secondary science teacher professional development that integrates science concepts with equity education. This model promotes a key epistemological issue: that science concepts are not culture-free or socially neutral ideas, but rather are concepts created and sustained by people in specific times and places for the purposes of (1) addressing specific social needs and (2) empowering people or groups of people. The two major components of the project are (1) the professional development experience, including both an intensive in-person summer workshop and an online professional learning community, and (2)an energy and equity portal, including an instructional materials library, an action research exchange, and a community forum for teacher discussions. The portal will provide technical resources to support the PLC, including support for sharing instructional materials and reporting on action research. The research plan includes exploratory, development and application phases. The researchers will identify teacher learning in the first iteration of PD, collect and analyze the instructional artifacts to inform how teacher engage with, participate in, and build an understanding energy as a historically and politically situated science concept. A team of scholar-videographers will observe, taking real-time field notes and making daily memos. The research team will use the instructional artifacts, video recordings, field notes, and memos as a basis for analysis through the next academic year. The result will be a nationally significant community of teacher-leaders and library of research-tested instructional materials that are responsive to students' scientific ideas, relevant to socio-political concerns about energy sustainability, respectful of students' cultures, and open to all students no matter their cultural background. Teachers participating in the project will learn to explain how scientific concepts of energy reflect culturally specific values, analyze socio-politically relevant energy scenarios, learn the historic and present-day inequities in the energy industry and in science participation, and be supported in preparing instruction for secondary students that is culturally responsive and relevant to their students' communities.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 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.

该项目将研究和开发教学材料，并为教师开发专业发展，以帮助学生了解能量流，这是具有经济和社会影响的重要科学概念。这种能源学习是有关可持续和仅利用能源的知情决策的基础。能源问题不仅是科学和技术的问题，而且必须与公民，历史，经济学，社会学，心理学和政治相结合才能理解和解决现代能源问题。在这种社会背景下，将能源的科学概念放置为推进科学教育的机会，以公平和文化的反应。 该项目将为二级科学教师专业发展创建模型，将科学概念与公平教育融为一体。该模型促进了一个关键的认识论问题：科学概念不是没有文化或社会中立的思想，而是在特定时间和地点为（1）解决特定社会需求而创建和维持的概念和（2）赋予人们或人群。该项目的两个主要组成部分是（1）专业发展经验，包括密集的面对面的夏季研讨会和在线专业学习社区，以及（2）能源和权益门户，包括教学材料库，一个动作研究交流和社区论坛进行教师讨论。该门户网站将提供支持PLC的技术资源，包括支持共享教学材料和有关行动研究的报告。研究计划包括探索性，开发和应用阶段。研究人员将在PD的第一次迭代中确定教师的学习，收集和分析教学文物，以告知教师如何参与，参与并建立一种理解能量作为历史和政治上的科学概念。一组学者视频学家将观察，记录实时的现场笔记并每天进行备忘录。研究团队将在下一个学年中使用教学工件，视频记录，现场笔记和备忘录作为分析的基础。结果将是一个全国重要的教师领导者和由研究测试的教学材料图书馆的社区，这些材料对学生的科学思想有回应，与社会政治有关能源可持续性的关注有关，尊重学生的文化，并向所有学生开放。无论他们的文化背景如何。参与该项目的教师将学习解释能源的科学概念如何反映具有文化特定价值，分析社会政策相关的能源情景，学习能源行业的历史性和当今不平等和科学参与的历史和当今不平等，并得到支持，并得到支持对于在文化上响应且与学生社区相关的二级学生而言，Discovery Research K-12计划（DRK-12）旨在显着增强PreK-12的科学，技术，工程和数学（STEM）的学习和教学学生和教师通过创新资源，模型和工具（RMT）的研究和开发。 DRK-12计划中的项目基于STEM教育和先前的研究和发展工作的基础研究，为拟议项目提供了理论和经验的理由。该奖项反映了NSF的法定使命，并认为值得通过基金会的知识分子优点评估来支持。和更广泛的影响审查标准。