Anchoring High School Students in Real-life Issues that Integrate STEM Content and Literacy

让高中生了解现实生活中的问题，将 STEM 内容和素养结合起来

• 批准号: 2010312
• 负责人: Amy Lannin
• 金额: $ 108.99万
• 依托单位: University of Missouri-Columbia
• 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: 2020-08-15 至 2023-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2010312&HistoricalAwards=false
• 关键词: Anchoring; Students; Real; life; Issues

The STEM Literacy Project sets out to support student learning through developing teacher expertise in collaborative integration of STEM in student writing and literacy skills development. Facilitated by teachers, students will read, discuss, and then write about real-world STEM scenarios, such as water quality or health. The project will build on and research a professional development program first developed through a state-supported literacy program for middle and high school science and math teachers to improve literacy-integrated instruction. The goals of this project include the following: (1) Create a community of practice that recognizes high school teachers as content experts; (2) Implement high quality professional development for teachers on STEM/Literacy integration; (3) Develop assessments based on STEM and literacy standards that inform instruction; and (4) Conduct rigorous research to understand the impact of the professional development. The program is aligned with state and national standards for college and career readiness. Project resources will be widely shared through a regularly updated project website (stemliteracyproject.org), conference presentations, and publications reaching researchers, developers, and educators. These resources will include scenario-based assessment tools and instructional materials. Through the integration of STEM content and literacy, the project will study the ways teachers implement project practices integrating literacy activities into STEM learning. Teachers will facilitate instruction using scenarios that present students with everyday, STEM-related issues, presented as scenarios, that they read and write about. After reading and engaging with math and science content, students will write a source-based argument in which they state a claim, support the claim with evidence from the texts, and explain the multiple perspectives on the issue. These scenarios provide students with agency as they craft an argument for an audience, such as presenting to a city council, a school board, or another group of stakeholders. Project research will use a mixed methods design. Based on the work completed through the initial designs and development of scenario-based assessments, rubrics, and scoring processes, the project will study the impact on instruction and student learning. Using a triangulation design convergence model, findings will be compared and contrasted in order for the data to inform one another and lead to further interpretation of the data. project will analyze the features of STEM content learning after program-related instruction. Data collected will include pre-post student scenario-based writing; pre-post interviews of up to 40 students each year; pre-post teacher interviews; and teacher-created scenario-based assessments and supporting instructional materials. Student learning reflected in the assessments paired with student and teacher interview responses will provide a deeper understanding of this approach of integrating STEM and literacy. The use of discourse analysis methods will allow growth in content learning to be measured through language use. Project research will build knowledge in the field concerning how participation in teacher professional development integrating STEM content in literacy practices impacts teacher practices and student learning.The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by pre-K-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. 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.

STEM识字项目旨在通过在学生写作和识字技能开发中开发教师专业知识来支持学生学习。在教师的协助下，学生将阅读，讨论，然后写有关现实世界的茎场景，例如水质或健康。该项目将基于和研究一个专业发展计划，首先是通过国家支持的中学和高中科学和数学教师开发的，以改善扫盲综合的教学。该项目的目标包括以下内容：（1）创建一个将高中教师视为内容专家的实践社区； （2）为STEM/扫盲整合的教师实施高质量的专业发展； （3）基于STEM和识字标准来制定评估； （4）进行严格的研究以了解专业发展的影响。该计划符合大学和职业准备就绪的州和国家标准。项目资源将通过定期更新的项目网站（shatliteracyproject.org），会议演示文稿以及触及研究人员，开发人员和教育工作者的出版物广泛共享。 这些资源将包括基于方案的评估工具和教学材料。 通过将STEM内容和识字的整合，该项目将研究教师实施项目实践将识字活动纳入STEM学习的方式。老师将使用场景来促进教学，以使学生每天介绍和撰写与STEM相关的问题，并介绍他们读写的情况。在阅读并参与了数学和科学内容之后，学生将撰写基于源的论点，其中陈述了主张，以文本的证据来支持该主张，并解释有关该问题的多种观点。这些方案为学生提供了代理商的代理，因为他们为观众争论，例如向市议会，校务委员会或另一组利益相关者介绍。项目研究将使用混合方法设计。基于通过最初的设计和开发基于方案的评估，标题和评分过程完成的工作，该项目将研究对教学和学生学习的影响。使用三角设计收敛模型，将比较发现并进行对比，以使数据互相告知并导致对数据的进一步解释。项目将在与程序相关的指令后分析STEM内容学习的功能。收集到的数据将包括基于学生的情况写作；每年最多40名学生的前访谈；前教师访谈；以及基于教师创建的方案评估和支持教学材料。与学生和教师面试的回答相结合的评估中反映的学生学习将对这种整合词干和识字的方法有更深入的了解。话语分析方法的使用将允许通过语言使用来衡量内容学习的增长。项目研究将在领域中建立知识，以了解如何参与教师专业发展识字实践中的STEM内容影响教师的实践和学生学习。发现研究K-12计划（DRK-12）试图通过研究和教师的研究和教师，通过研究和开发工具，模型和模型，工具和工具（M）工具和工具（M）（M）（drk-12）（DRK-12）旨在显着增强科学，技术，工程和数学（STEM）的科学，技术，工程和数学（STEM）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，这些研究为拟议项目提供了理论和经验的理由。 Discovery Research Prek-12计划（DRK-12）试图通过研究和开发创新资源，模型和工具来显着增强PreK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。 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。