Tool Systems to Support Progress toward Expert-Like Teaching by Early Career Science Educators

支持早期职业科学教育者实现专家式教学的工具系统

• 批准号: 0822016
• 负责人: Mark Windschitl
• 金额: $ 188.67万
• 依托单位: University of Washington
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-09-15 至 2014-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0822016&HistoricalAwards=false
• 关键词: Tool; Systems; Support; Progress; toward

The goal of this five-year qualitative R&D project is to accelerate the progress of early career and pre-service science teachers from novice to expert-like pedagogical reasoning and practice by developing and studying a three-tool, web-based system. The tool system consists of (a) learning progressions for teachers specifying how they can support students' content-rich, inquiry learning activities; (b) classroom discourse to scaffold complex classroom inquiry conversations; and (c) systematic analysis of students' work. The tools are aimed at developing teachers' capabilities in (a) shaping instruction around the most fundamental science ideas; (b) scaffolding student thinking in deep understanding of content and evidence-based causal explanations, testing, and revision and application of scientific models; and (c) adapting instruction to diverse student populations by collecting and analyzing student data on their thinking levels.Research questions include the following: (1) Does the use of this tool system influence the development of pedagogical expertise in early career teachers? If so, under what conditions?; (2) How do novice teachers use pedagogical tools in coordination with one another to maximize the effectiveness of their instruction?; (3) How can this tool system support early career teachers' ability to recognize the learning needs of underachieving students, and adapt instruction to accommodate for the support of their learning?; and (4) Does the use of the tool system influence the ability of students to engage in evidence-based explanations over time?

这个为期五年的定性研发项目的目标是通过开发和研究一个基于网络的三工具系统，加速早期职业和职前科学教师从新手到专家的教学推理和实践的进展。该工具系统包括（a）教师的学习进度，具体说明他们如何支持学生进行内容丰富的探究学习活动;（B）课堂话语，以支撑复杂的课堂探究对话;以及（c）对学生作业的系统分析。这些工具旨在培养教师在以下方面的能力：（a）围绕最基本的科学思想进行教学;（B）帮助学生深入理解内容和基于证据的因果解释、测试、修订和应用科学模型;以及（c）通过收集和分析学生思维水平的数据，使教学适应不同的学生群体。研究问题包括以下内容：（1）使用这一工具系统是否会影响早期职业教师教学专业知识的发展？如果是，在什么条件下？(2)新教师如何协调使用教学工具以最大限度地提高教学效果？(3)这一工具系统如何支持早期职业教师识别成绩不佳学生的学习需求，并调整教学以适应他们的学习支持？以及（4）随着时间的推移，工具系统的使用是否会影响学生进行循证解释的能力？