Target Inquiry: Investigating the Teacher and Student Effects of a New Model in Chemistry Teacher Professional Development

目标探究：化学教师专业发展新模式的师生效应研究

• 批准号: 0553215
• 负责人: Deborah Herrington
• 金额: $ 130.8万
• 依托单位: Grand Valley State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-05-01 至 2012-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0553215&HistoricalAwards=false
• 关键词: Target; Inquiry; Investigating; Teacher; Student

This five-year research project has as its central aim the testing of a particular model of teacher professional development with secondary school chemistry teachers. The Target Inquiry (TI) model emphasizes the importance of the inquiry process in teaching and learning science by combining a research experience for teachers (RET) with curriculum adaptation and action research. TI has been translated into a chemistry emphasis for an existing M.Ed. program at Grand Valley State University in Michigan by integrating the key features of effective professional development programs with experiences designed to impact instruction and student outcomes in chemistry. A longitudinal study involving comparisons between the participant and control groups as well as measures of participant change over time will investigate the nature of the impacts on teachers and their students. Data will be collected pre-program, after each core experience, end of program, and one and two years post-program. Quantitative instruments such as American Chemical Society examinations and observational measures of classrooms will be used in addition to qualitative methods such as teacher interviews and classroom artifacts. The major research questions are:1. How do the three core experiences (chemistry research, materials adaptation, and action research) impact in-service high school chemistry teachers' (a) content knowledge in chemistry; (b) attitudes and beliefs about scientific inquiry and self-efficacy; and (c) classroom instructional methods?2. How do the core experiences build upon one another?3. What connections do teachers make between the core experiences?4. How does teacher participation in TI affect student achievement?5. What impact does TI, a three-year, coherent, inquiry-focused PD program continue to have on teachers classroom instructional practices and student achievement after program completion?Funding from the Dreyfus Foundation and Grand Valley State University is being used to support the TI implementation with twenty teachers and this award is funding the in-depth research study of the effects.

这项为期五年的研究项目的中心目标是向中学化学教师测试一种特定的教师专业发展模式。目标探究(TI)模式通过将教师的研究经验(RET)与课程适应和行动研究相结合，强调了探究过程在科学教学中的重要性。对于现有的医学硕士来说，TI已经被翻译成了化学重点。通过将有效的专业发展计划的关键特征与旨在影响化学教学和学生结果的经验相结合，在密歇根州的格兰德山谷州立大学实施了这一计划。一项涉及参与者和控制组之间的比较以及参与者随时间变化的测量的纵向研究将调查对教师和他们的学生的影响的性质。数据收集将在计划前、每次核心体验之后、计划结束后以及计划后一年和两年进行。除了教师访谈和课堂人工制品等定性方法外，还将使用美国化学学会考试和课堂观察测量等定量工具。主要研究问题是：1.三种核心体验(化学研究、材料适应和行动研究)对在职高中化学教师(A)化学内容知识的影响：(B)对科学探究和自我效能感的态度和信念；和(C)课堂教学方法？2.核心经验是如何相互建立起来的？3.教师在核心经验之间建立了什么联系？4.教师参与信息技术对学生成绩的影响？5.信息技术是一个为期三年的、连贯的、以探究为中心的PD项目，在项目完成后继续对教师的课堂教学实践和学生的成绩产生什么影响？德莱弗斯基金会和大谷州立大学的资金将用于支持20名教师实施信息技术的实施，该奖项将资助对影响的深入研究。