CAREER: Teacher Knowledge, Beliefs, & Technology: Constructing Models of Change in Systemic Reform

职业：教师知识、信仰、

• 批准号: 9876150
• 负责人: Barry Fishman
• 金额: $ 40.1万
• 依托单位: Regents of the University of Michigan - Ann Arbor
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1999
• 资助国家: 美国
• 起止时间: 1999-09-01 至 2005-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9876150&HistoricalAwards=false
• 关键词: CAREER; Teacher; Knowledge; Beliefs; &amp

This proposal describes a program of research to explore the relationshipbetween the knowledge, beliefs, and attitudes held by middle school scienceteachers with respect to inquiry-based science with embedded learningtechnologies and their classroom practices with those technologies. At itsheart, this research is about the study of teacher change. The teacherswho will participate in this work are part of a large-scale systemic changeinitiative in the Detroit Public Schools, conducted jointly by theNSF-sponsored Detroit Urban Systemic Initiative (DUSI) and the Center forLearning Technologies in Urban Schools (LeTUS). In that context, theteachers are all learning how to teach with new curriculum materials andtechnology, and they receive a broad range of professional development tosupport them in this learning.To become successful with inquiry-based and technology-enhanced curricula,teachers will need to learn new science content (content knowledge); theywill need to learn new methods for organizing their classroom (pedagogicalknowledge); and they will need to learn new techniques for teachingparticular kinds of content, such as the use of modeling tools to helpstudents construct an understanding of how burning coal from factoriescombines with air to create acid rain that impacts the environment(pedagogical content knowledge). Teachers' attitudes toward technologyneed to change, and their beliefs in their own self-efficacy withtechnology and new science material needs to improve. DUSI and LeTUSattempt to help teachers change along these dimensions through activitiesthat include cognitive (providing evidence for the feasibility and benefitsof using new approaches), social (learning and sharing with colleagues),and contextual (providing evidence for the support of the system)mechanisms for change. There is little understanding at the present timeas to how these aspects of change work either separately or together tofoster the use of technology in science teaching.The main questions that this research asks are:1) What are teachers' knowledge, beliefs, and attitudes with respect toteaching science with technology, and how do they change over time?2) What are teachers' classroom practices with respect to technology, andhow do they change over time?3) What is the relationship between teachers' knowledge, beliefs, andattitudes and their classroom teaching practices with technology, and howdoes this change over time?4) How do professional development activities influence changes inteachers' knowledge, beliefs, attitudes, and practice over time, and howmight those activities be re-designed to foster desired changes?This research is designed to complement a program of instruction in theEducational Technology program at the University of Michigan. Students inthis program will approach the study of technology in K-12 settings fromthe perspective of teachers' technology use and cognition. The researchalso serves and as a setting for graduate students to conduct their owninvestigations.There are immediate practical benefits of this work for teachers inDetroit, where the results of the research will be used to re-shapeprofessional development activities to more directly address their needs inreform.

这项建议描述了一项研究计划，旨在探索中学科学教师在基于探究的科学与嵌入式学习技术之间的知识、信念和态度与他们使用这些技术的课堂实践之间的关系。本研究主要是关于教师变革的研究。将参与这项工作的教师是底特律公立学校大规模系统性变革倡议的一部分，该倡议由NSF赞助的底特律城市系统倡议(DUSI)和城市学校学习技术中心(LETUS)联合开展。在这种情况下，教师都在学习如何使用新的课程材料和技术进行教学，他们接受了广泛的专业发展，以支持他们的学习。要想在基于探究和技术增强的课程中取得成功，教师将需要学习新的科学内容(教学知识)；他们将需要学习组织课堂的新方法(教学知识)；他们将需要学习教授特定类型内容的新技术，例如使用建模工具帮助学生建立对工厂燃烧的煤如何与空气结合产生酸雨并影响环境的理解(教学内容知识)。教师对技术的态度需要改变，他们对自己对技术和新科学材料的自我效能的信念需要提高。杜西和勒图斯试图通过包括认知(为使用新方法的可行性和好处提供证据)、社会(与同事学习和分享)和背景(为系统的支持提供证据)的变革机制等活动，帮助教师在这些方面进行变革。这项研究提出的主要问题是：1)教师关于技术教学的知识、信念和态度是如何随着时间的推移而改变的？2)教师关于技术的课堂实践是什么，它们是如何随着时间的推移而改变的？3)教师的知识、信念、态度和他们的技术课堂教学实践之间是什么关系，这种关系是如何随着时间的推移而改变的？4)专业发展活动如何影响教师知识、信念、态度的变化，随着时间的推移，如何重新设计这些活动以促进预期的变化？这项研究旨在补充密歇根大学教育技术专业的教学计划。这个项目的学生将从教师对技术的使用和认知的角度来探讨K-12环境下的技术学习。这项研究也是研究生进行自己调查的环境。这项工作对底特律的教师来说直接有实际意义，研究结果将被用来重塑专业发展活动，以更直接地满足他们在改革中的需求。