More PEAS Please! Bridging the Gap Between Preschool and K-12 Science Learning Environments

请更多豌豆！

基本信息

批准号：
10835596
负责人：
Virginia Carraway Stage
金额：
$ 26.24万
依托单位：
NORTH CAROLINA STATE UNIVERSITY RALEIGH
依托单位国家：
美国
项目类别：
财政年份：
2023
资助国家：
美国
起止时间：
2023-05-02 至 2025-05-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10835596
关键词：
5 year old Achievement Administrator Applied Research Biological Sciences Child Communities Country Development Education Educational process of instructing Ensure Exclusion Exposure to Faculty Foundations Future Goals Growth and Development function Head Start Program Health Sciences Individual Knowledge Language Language Development Learning Modeling Next Generation Science Standards Nursery Schools Program Development Program Sustainability Research Project Grants Rural School Teachers Schools Science Science, Technology, Engineering and Mathematics Education Training Underrepresented Minority United States National Institutes of Health career preparation design early childhood early experience educational atmosphere experience feeding implementation science improved innovation inquiry-based learning interest kindergarten learning strategy minority children novel strategies programs science education science teacher success support network teacher

项目摘要

PROJECT SUMMARY/ABSTRACT Preschool is generally excluded from efforts to integrate STEM education into school settings. As a result, little STEM is actually taking place in preschool classrooms, resulting in millions of children each year entering K-12 having limited exposure to quality STEM learning. This is particularly concerning for underrepresented, minority (URM) children, who often start kindergarten lacking the foundation needed for academic success. If children do not engage in quality STEM experiences early, they lose interest and the lack the confidence that they can “do” STEM. Unfortunately, preschool learning environments do not generally provide quality science education with a poorly prepared educator workforce, and a gap between preschool and elementary STEM teaching practices being cited as primary barriers. To bridge this gap, this project will bring together an interdisciplinary team of early childhood educators, K-12 STEM faculty, and Head Start preschools to focus on building a stronger preschool STEM educator workforce. Our central goal for this project is to develop, evaluate, and disseminate PEAS (Preschool Education in Applied Sciences), an innovative multi-component professional development program focused on teaching preschool educators how to design and guide effective, inquiry-based learning experiences that teach science and develop language within the context of healthy living. PEAS will address well-described gaps in the scientific training of early childhood teachers that threaten the effective implementation of science-focused learning activities, and ultimately, the long-term growth and development of underrepresented minority (URM) children in science. This project aims to impact preschool learning environments by: (1) developing the PEAS Teaching Guide, a novel approach to teaching preschool teachers how to design and teach developmentally appropriate, integrative, inquiry-based science for 3-5-year-old children aligned with the Next Generation Science Standards’ Practices of Science and the Life Science Disciplinary Core Idea; (2) creating an NIH SEPA PEAS Institute for Early Childhood Teachers focused on building science teaching knowledge, science teaching interest, and science teaching efficacy among participating teachers; and (3) establishing an early STEM support network of Head Start teachers, administrators, program faculty, and community partners within and between NC-based Head Start programs to ensure continued teacher support and program sustainability. Over the course of the program, we will impact over 350 teachers and 3,400 children with hands-on, inquiry- based science learning, with thousands of additional children reached as teachers continue implementing the PEAS approach in subsequent years. Further, strengthening the preschool educator workforce will improve the quality of early STEM experiences, “bridge the gap” between preschool and K-12 learning environments, advance the field by serving as a model for future programs, and ultimately feeding the STEM pipeline.

项目概要/摘要学前班通常被排除在将 STEM 教育融入学校环境的努力之外。 STEM 实际上正在学前班教室中进行，每年有数百万儿童进入 K-12 接触优质 STEM 学习的机会有限，这对于代表性不足的少数族裔来说尤其令人担忧。 (URM) 的孩子，他们通常在进入幼儿园时缺乏学业成功所需的基础。如果不尽早参与高质量的 STEM 体验，他们会失去兴趣并且缺乏“做”的信心不幸的是，学前学习环境通常不提供高质量的科学教育。教育工作者队伍准备不足，学前班和小学 STEM 教学实践之间存在差距被认为是主要障碍。为了弥补这一差距，该项目将汇集一个由幼儿教育工作者组成的跨学科团队，K-12 STEM 教师和 Head Start 学前班致力于建设一支更强大的学前 STEM 教育工作者队伍。我们这个项目的中心目标是开发、评估和传播 PEAS（应用学前教育） Sciences），一个创新的多组成部分专业发展计划，专注于学前教育教育工作者如何设计和指导有效的、基于探究的学习体验，以教授科学和发展 PEAS 将在健康生活的背景下解决科学培训中明确描述的差距。威胁有效实施以科学为重点的学习活动的幼儿教师，以及最终，科学领域代表性不足的少数族裔 (URM) 儿童的长期成长和发展。该项目旨在通过以下方式影响学前学习环境：(1) 制定 PEAS 教学指南，教导学前教师如何设计和教学适合发展的新颖方法，符合下一代科学标准的针对 3-5 岁儿童的综合性、基于探究的科学科学实践和生命科学学科核心理念；(2) 创建 NIH SEPA PEAS 研究所幼儿教师注重培养科学教学知识、科学教学兴趣、参与教师的科学教学成效；(3) 建立早期 STEM 支持网络北卡罗来纳州内部和之间的 Head Start 教师、管理人员、项目教师和社区合作伙伴 Head Start 计划旨在确保持续的教师支持和计划的可持续性。在该计划的过程中，我们将通过实践、探究来影响超过 350 名教师和 3,400 名儿童随着教师继续实施基于科学的学习，又有数千名儿童受益此外，加强学前教育工作者队伍将改善随后几年的 PEAS 方法。早期 STEM 体验的质量，“弥合学前班和 K-12 学习环境之间的差距”，通过作为未来项目的模型来推进该领域的发展，并最终为 STEM 管道提供支持。

项目成果

期刊论文数量（4）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Integration of Food-based Learning With Science in the Preschool Classroom: Implementation Gaps and Opportunities.

在学前班课堂上将基于食物的学习与科学相结合：实施差距和机遇。

DOI：
发表时间：
2023-04
期刊：
影响因子：
2.6
作者：
Dixon, Jocelyn;Hegde, Archana V;Goodell, Lora Suzanne;Arnold, Nicole L;Swindle, Taren;Dev, Dipti A;Méndez, Lucía I;McMillan, Valerie J;Lee, Tammy D;Stage, Virginia C
通讯作者：
Stage, Virginia C

Let's Talk: Linking Science and Language Learning in the Preschool Classroom.

让我们谈谈：将学前班课堂中的科学与语言学习联系起来。

DOI：
发表时间：
2023
期刊：
影响因子：
0
作者：
Méndez, Lucía I;Lee, Tammy D;Hegde, Archana V;McMillan, Valerie Jarvis;Dixon, Jocelyn B;Goodell, L Suzanne;Stage, Virginia C
通讯作者：
Stage, Virginia C

More PEAS Please! Teaching Teachers How to Integrate Food-based Learning Into Preschool Science.

请更多豌豆！

DOI：
发表时间：
2023-06
期刊：
影响因子：
2.6
作者：
Stage, Virginia C;Resor, Jessica;Dixon, Jocelyn;Hegde, Archana V;Méndez, Lucía I;Lee, Tammy;Breinholt, Raven;Goodell, L Suzanne;McMillan, Valerie J;Murphy Gilliam, Evon
通讯作者：
Murphy Gilliam, Evon

Corrigendum.

勘误表。