CAREER: Teaching Elementary School Science as Argument (TESSA)

职业：小学科学论证教学（TESSA）

• 批准号: 0237922
• 负责人: Carla Zembal-Saul
• 金额: $ 57.97万
• 依托单位: Pennsylvania State Univ University Park
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-03-01 至 2009-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0237922&HistoricalAwards=false
• 关键词: CAREER; Teaching; Elementary; Science; Argument

Renewed emphasis on scientific inquiry in school science has shifted attention from science as exploration and experiment to science as argument and explanation (NRC, 1996, p. 113). Increased interest in argumentation in school science stems from the potential to engage students in authentic scientific practices, situate knowledge in its original context, help students learn about science and scientific practices, and engage students reflective, sense-making activities that support meaningful science leaning. Unfortunately, argumentation practices in school science are rare, even more so in elementary school that high school. The reality is that most beginning elementary teachers have not learned science in this way and are unlikely to have the subject matter and pedagogical understandings and abilities needed to support children in giving priority to evidence and argument as part of their science learning experiences.The Teaching Elementary School Science as Argument (TESSA) project is investigating the development of an electronic learning environment designed to support beginning teachers in learning science content and learning to teach science. These resources include an argument articulation component (i.e., tools for assisting prospective teachers in constructing evidence-based arguments as part of their science learning) and a teaching science as argument component (i.e., tools that explicitly connect prospective teachers' science learning experiences to the development of pedagogical knowledge and abilities for teaching science to children in ways that give priority to evidence and argument). TESSA resources are being integrated into science courses and science methods courses for prospective elementary teachers. In these contexts, we are examining how prospective teachers use the electronic resources and how the resources mediate participants' development as they learn to teach science as argument. Results of these design studies will inform the revision of TESSA resources, as well as modifications to course assignments and activities. In addition, the project is investigating two aspects of beginning teachers' learning: (a) how beginning teachers learn science concepts and learn about science as they engage in constructing evidence-based arguments, and (b) how beginning teachers learn to give priority to evidence and argument when teaching science to children. The differences in foci reflect distinctions in teacher knowledge (i.e., subject matter knowledge versus subject-specific pedagogy). These learning studies track beginning teachers over time, from a specialized life science course, to a science methods course that is part of an intensive, field-based, internship program, and finally into their first years of teaching. Continued research in this area will contribute to the development of substantial theory about learning to teach science as argument and how electronic resources support teacher development. This work is being undertaken with the assistance of science education graduate students who are receiving training in both science teacher education and research methods appropriate for studying teacher learning.

学校科学中对科学探究的重新强调已经将注意力从作为探索和实验的科学转移到作为论证和解释的科学（NRC，1996，第113页）。在学校科学论证的兴趣增加源于潜在的吸引学生在真实的科学实践，在其原始的背景下，知识，帮助学生学习科学和科学实践，并吸引学生反思，有意义的活动，支持有意义的科学学习。不幸的是，学校科学中的论证实践很少，在小学和高中更是如此。事实上，大多数小学教师都没有以这种方式学习科学，也不可能有支持儿童优先考虑证据和论证作为其科学学习经验的一部分所需的主题和教学理解和能力。该项目正在研究开发一个电子学习环境，旨在支持新教师学习科学内容和学习教授科学。这些资源包括一个论点表达组件（即，帮助未来教师构建基于证据的论点作为其科学学习的一部分的工具）和作为论点组成部分的教学科学（即，明确将未来教师的科学学习经验与发展教学知识和能力联系起来的工具，以优先考虑证据和论点的方式向儿童教授科学）。TESSA资源正在被纳入未来小学教师的科学课程和科学方法课程。在这些背景下，我们正在研究未来的教师如何使用电子资源，以及资源如何调解参与者的发展，因为他们学会教科学作为论据。这些设计研究的结果将为TESSA资源的修订以及课程作业和活动的修改提供信息。此外，该项目还调查了初任教师学习的两个方面：（a）初任教师在参与构建基于证据的论点时如何学习科学概念和科学知识，以及（B）初任教师在向儿童教授科学时如何学习优先考虑证据和论点。焦点的差异反映了教师知识的差异（即，主题知识与特定主题教学法）。这些学习研究跟踪开始教师随着时间的推移，从一个专门的生命科学课程，科学方法课程，这是一个密集的，基于实地的，实习计划的一部分，并最终进入他们的第一年的教学。在这一领域的持续研究将有助于发展的实质性理论学习教科学的论点和电子资源如何支持教师发展。这项工作是在科学教育研究生的协助下进行的，这些研究生正在接受科学教师教育和适合研究教师学习的研究方法方面的培训。