Collaborative Research: The Development of Culturally Responsive Digital Media to Support STEM Knowledge Acquisition for English Learners

合作研究：开发文化响应式数字媒体以支持英语学习者获取 STEM 知识

• 批准号: 2005586
• 负责人: Heather Lavigne
• 金额: $ 25.13万
• 依托单位: Education Development Center
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-07-01 至 2023-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2005586&HistoricalAwards=false
• 关键词: Collaborative; Research; Development; Culturally; Responsive

As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants. This project would expand the informal STEM learning field’s understanding of how to use digital science media to increase STEM educational experiences and opportunities for English language learners. Across the U.S. there are significant STEM opportunity and achievement gaps for English learners with varying levels of English proficiency. This is at a time when the U.S. is facing a shortage of STEM professionals in the workforce including the life and physical science fields. This project aims to close these gaps and improve English learners' STEM learning outcomes using digital media. Within community colleges, there are multiple site-based programs to provide content to help English learners to learn English and to improve their math and literacy skills. Involving the state community college networks is a critical strategy for gathering important feedback for the pedagogical approach as well as for recruiting English learner research participants. The team will initially study an existing YouTube chemistry series produced by Complexly then produce and test new videos in Spanish using culturally relevant instructional strategies. The target audience is 18-34-year-old English learners. Project partners are Complexly, a producer of digital STEM media and EDC, a research organization with experience in studying informal STEM learning. The project has the potential to advance knowledge about the use of culturally relevant media to improve STEM opportunities and success for English language learners. Using a Design-Based Implementation Research framework the research questions include: 1) what are the effective production and instructional strategies for creating digital media to teach science to English learners whose native language is Spanish? 2) what science content knowledge do English learners gain when the project’s approach is applied to a widely available set of YouTube videos? and 3) how might the findings from the research be applied to future efforts targeting English learners? The project has the potential to significantly broaden participation in science and engineering. Phase 1 of the research will be an exploration of how to apply strategic pedagogical approaches to digital media content development. Interviews will be conducted with educators in 3 focal states with high numbers of English language learners (NY, CA, TX) to reflect on pedagogical foundations for teaching science to English learners. A survey of 30 English learners will provide feedback on the perceived strengths and weaknesses of a selection of existing YouTube chemistry videos. Phase 2 will create/test prototypes of 6 adapted chemistry videos. Forty students (ages 18-34) will be recruited and participate in cognitive interviews with researchers after viewing these videos. Based on this input additional videos will be produced with revised instructional strategies for further testing. Additional rounds of production and testing will be conducted to develop an English learners mini chemistry series. Phase 3 will be a pilot study to gauge the science learning of 75 English learners who will view an 11-episode chemistry miniseries. It will also identify gaps in expected learning to determine whether any further adjustments are necessary to the instructional approach.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.

作为增强非正式环境中学习的整体战略的一部分，前进的非正式STEM学习（AISL）计划旨在推进对非正式环境中STEM学习的设计和开发的新方法和基于证据的理解。这包括提供多种途径，以扩大对STEM学习经验的访问和参与度，推进对非正式环境中STEM学习的创新研究，并发展参与者对更深入学习的理解。该项目将扩大非正式的STEM学习领域对如何使用数字科学媒体的理解，以增加英语学习者的STEM教育经验和机会。在整个美国，对于英语水平不同的英国学习者来说，有很大的STEM机会和成就差距。这是在美国面临劳动力中的STEM专业人员（包括生活和物理科学领域）的时间。该项目旨在缩小这些差距，并使用数字媒体改善英语学习者的STEM学习成果。在社区大学中，有多种基于站点的计划来提供内容，以帮助英语学习者学习英语并提高其数学和识字能力。涉及州立社区大学网络是为教学方法收集重要反馈以及招募英语学习者研究参与者的重要策略。该团队最初将研究一个复杂的现有YouTube化学系列，然后使用与文化相关的教学策略制作和测试西班牙语的新视频。目标受众是18-34岁的英语学习者。项目合作伙伴是复杂的，是数字STEM媒体和EDC的生产商，EDC是一个研究组织，具有研究非正式STEM学习的经验。该项目有可能提高有关使用文化相关媒体来改善英语学习者的STEM机会和成功的知识。使用基于设计的实施研究框架研究问题包括：1）创建数字媒体的有效生产和教学策略是什么，以向英语学习者教科学的母语是西班牙语？ 2）当将项目的方法应用于广泛可用的YouTube视频集时，英语学习者会获得哪些科学知识？ 3）研究结果如何应用于针对英国学习者的未来努力？该项目有可能大大扩大对科学和工程学的参与。研究的第一阶段将是如何将战略教学方法应用于数字媒体内容开发的探索。将对拥有大量英语学习者（NY，CA，TX）的3个重点州的教育工作者进行访谈，以反思对英语学习者教授科学的教学基础。对30名英语学习者的调查将提供有关现有YouTube化学视频选择的优势和劣势的反馈。第2阶段将创建/测试6个适应化学视频的原型。在观看这些视频后，将招募40名学生（18-34岁）与研究人员的认知访谈。基于此输入，将通过修订的教学策略制作其他视频，以进行进一步测试。将进行其他生产和测试，以开发英国学习者的迷你化学系列。第三阶段将是一项试点研究，以评估75名英语学习者的科学学习，他们将观看11集化学迷你剧。它还将确定预期学习中的差距，以确定是否需要对教学方法进行任何进一步的调整。该奖项反映了NSF的法定任务，并使用基金会的知识分子优点和更广泛的影响审查标准，通过评估来诚实地获得支持。