Conference: Culturally Sustaining Approaches to Science and Engineering Classroom Assessments

会议：科学与工程课堂评估的文化可持续方法

• 批准号: 2341159
• 负责人: Christopher Wright
• 金额: $ 13.34万
• 依托单位: Drexel University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2024
• 资助国家: 美国
• 起止时间: 2024-04-01 至 2025-03-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2341159&HistoricalAwards=false
• 关键词: Conference; Culturally; Sustaining; Approaches; Science

Science and engineering teaching and curriculum have begun to engage learners’ knowledge of themselves, their communities, and their experiences of science and engineering. This knowledge can make the experience of learning science and engineering more meaningful and impactful as learners can see greater connections between the content and how their own experiences and communities. Teachers are able to build learning experiences that bring joy, wonder, and enthusiasm into the science learning environment. However, assessment approaches for documenting and presenting what learners’ know have typically not been able to sufficiently represent the new approaches to teaching and learning. This conference brings together researchers, school leaders, and teachers to develop frameworks and resources for making culturally sustaining approaches to teaching and learning science and engineering. Culturally sustaining approaches to assessment build on learners’ repertoires of practice, to embrace what they know and can do as well as who they are, to build on community knowledge and epistemologies, and to engage all the intellectual and linguistic resources they bring to learning environments. The conference workshop would seek to address two challenges in advancing the theory and practice of culturally sustaining approaches to assessments within in and out-of-school settings: (a) conceptualizing the notion of culturally sustaining approaches to assessments by drawing upon a robust body of research in science education, engineering education, classroom assessment, and the learning sciences, and (2) generating a range of images and examples of culturally sustaining approaches to assessments that embody the concept. The workshop will focus on impacting scholarship in culturally sustaining assessment while simultaneously focusing on practical applications. The workshop will bring together researchers, school-based leaders, teachers, and other interested groups in forming approaches that will better support students’ learning. This project is funded by the Discovery Research PreK-12 program. 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.

科学与工程教学和课程已经开始吸引学习者对自己、社区以及科学与工程经验的了解，这些知识可以使学习科学与工程的经验变得更有意义和有影响力，因为学习者可以看到科学与工程之间更大的联系。内容以及教师自己的经验和社区如何能够构建为科学学习环境带来欢乐、惊奇和热情的学习体验。然而，用于记录和呈现学习者知识的评估方法通常无法充分代表。这次会议汇集了研究人员，学校领导和教师开发框架和资源，以制定文化可持续的科学与工程教学方法和学习方法，以学习者的实践为基础，拥抱他们所知道的、能做的以及他们是谁。 ，以社区知识和认识论为基础，并利用他们为学习环境带来的所有智力和语言资源，会议研讨会将寻求解决在推进内部和外部评估的文化可持续方法的理论和实践方面的两个挑战。校外的环境：(a) 通过利用科学教育、工程教育、课堂评估和学习科学方面的大量研究，概念化文化可持续评估方法的概念，以及 (2) 生成一系列文化可持续评估方法的图像和实例。研讨会将重点关注文化可持续评估中的学术影响，同时关注实际应用，将研究人员、学校领导、教师和其他感兴趣的群体聚集在一起，形成评估方法。更好地支持学生的学习。由 Discovery Research PreK-12 计划资助 Discovery Research preK-12 计划 (DRK-12) 旨在显着增强 PreK-12 学生和教师对科学、技术、工程和数学 (STEM) 的学习和教学，通过创新资源、模型和工具的研究和开发，DRK-12 计划中的项目建立在 STEM 教育的基础研究和先前的研究和开发工作的基础上，为拟议项目提供理论和实证依据。该奖项反映了 NSF 的法定使命，并具有到过通过使用基金会的智力优点和更广泛的影响审查标准进行评估，认为值得支持。