Environmental Innovation Challenges: Teaching and Learning Science Practices in the Context of Complex Earth Systems

环境创新挑战：复杂地球系统背景下的教学科学实践

• 批准号: 1908117
• 负责人: Gillian Puttick
• 金额: $ 153.86万
• 依托单位: TERC Inc
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-08-01 至 2025-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1908117&HistoricalAwards=false
• 关键词: Environmental; Innovation; Challenges; Teaching; Learning

Current priorities in science education include efforts to engage students in scientific reasoning and using the knowledge and practices of science to understand natural phenomena and constructively respond to local and global challenges. This project responds to these priorities by engaging teams of students and teachers of grades 7-12 in four competitive Challenges to design innovative strategies for carbon mitigation in areas such as transportation, agriculture or energy use. The project expands the typical boundaries of schools by enabling teams of students in multiple locations to collaborate in model-based reasoning through online discussion forums, using social media, and crowdsourcing ideas to construct possible solutions to environmental challenges. Project research will examine the impacts of the project on student learning and engagement. This early stage Design and Development study is guided by the hypothesis that competitive challenges supported by social media and crowdsourcing will engage a diverse array of students in sustained and meaningful scientific inquiry. Over a period of four years, the project will design and refine four Challenges that will engage approximately 1,000 students of ages 13-17. Project research is guided by three overarching questions related to the design of the Challenges, the influence of school contextual factors, and student learning and self-efficacy. The questions are: (1) How do features of the challenge environment support the work of teams, and the participation of students from communities historically underserved in STEM? (2) What structures within the school ecosystem support or raise obstacles to team work? And (3) Does participation in a Challenge result in the intended student outcomes. Intended outcomes include: a) Learning of basic concepts related to the science of the project focus; b) Engagement in learning disciplinary core ideas, cross-cutting concepts and science and engineering practices; c) Persistence in completing a Challenge; and d) self-efficacy in STEM. Students and their teachers will cross disciplinary boundaries as they choose concepts from chemistry, engineering, mathematics, biology, and social science to support their innovations.Teachers, students, staff members and advisors will comment and provide quidance to the teams on a range of issues through crowdsourcing. Design research will be used to examine how features of the Challenge environment supports the work of teachers and teams, and implementation research will focus on participant learning at the individual and team levels. The project will engage at least 25 teams of 3-4 students each, and researchers will track team activity during all phases of the Challenge process. A mixture of qualitative and quantitative analyses will be used to examine outcomes, and data for girls and others from underserved populations will be disaggregated for separate analyses.The Discovery Research preK-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. 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.

科学教育的当前优先事项包括努力使学生参与科学推理，并利用科学的知识和实践来理解自然现象，并对地方和全球挑战做出建设性的反应。该项目通过与7 - 12年级的学生和教师团队与四个竞争性挑战进行互动，以在运输，农业或能源使用等领域设计创新的碳减少策略，以应对这些优先事项。该项目通过使多个地点的学生团队能够通过在线讨论论坛，使用社交媒体以及众包思想来构建可能的解决方案，以构建解决环境挑战的解决方案，从而扩大了学校的典型界限。项目研究将研究该项目对学生学习和参与度的影响。 这项早期阶段的设计和发展研究的指导下是由社交媒体和众包支持的竞争挑战与持续有意义的科学探究所吸引的竞争挑战。 在四年的时间里，该项目将设计和完善四个挑战，这些挑战将使大约1,000名13-17岁的学生吸引。项目研究以与挑战的设计，学校背景因素以及学生学习和自我效能相关的三个总体问题为指导。 问题是：（1）挑战环境的特征如何支持团队的工作，以及从历史上为STEM服务不足的社区的学生的参与？ （2）学校生态系统中的哪些结构支持或增加团队合作的障碍？ （3）确实参与了预期的学生成果。预期的结果包括：a）学习与项目的科学有关的基本概念； b）参与学习学科核心思想，跨裁切概念以及科学与工程实践； c）持续完成挑战； d）茎中的自我效能。学生及其老师将跨越学科的界限，因为他们从化学，工程，数学，生物学和社会科学中选择概念来支持他们的创新。教师，学生，工作人员，员工和顾问将通过众群来评论并为团队提供有关团队的款项。设计研究将用于研究挑战环境的特征如何支持教师和团队的工作，实施研究将集中在个人和团队级别的参与者学习上。该项目将至少参与25个团队，分别有3-4名学生，研究人员将在挑战过程的所有阶段跟踪团队活动。定性和定量分析的混合物将用于检查结果，并且针对服务不足人群中的女孩和其他人的数据将被分开以分开分析。发现PreK-12计划（DRK-12）旨在通过研究和教师和教师和教师的发展和建模来显着增强科学，技术，技术，技术和数学工具（STEM）的科学，技术，工具和数学的教学的学习和教学。 DRK-12计划中的项目基于STEM教育和先前的研发工作的基础研究，为拟议项目提供了理论和经验的理由。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛的审查标准通过评估来进行评估的。