Targeted Math Science Partnership: Middle Grades Earth and Space Science Education

有针对性的数学科学合作伙伴关系：中年级地球与空间科学教育

• 批准号: 0962792
• 负责人: Tanya Furman
• 金额: $ 772.61万
• 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: 2010
• 资助国家: 美国
• 起止时间: 2010-09-15 至 2017-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0962792&HistoricalAwards=false
• 关键词: Targeted; Math; Science; Partnership; Middle

Pennsylvania State University and several school districts in Pennsylvania, including three rural districts - Bald Eagle, Bellefonte and Penns Valley - and three urban districts - Harrisburg, Reading and York, have formed a partnership around Earth and Space Science (ESS). Several schools in the Philadelphia City school district are also committed to participating in the partnership. The Middle Grades Earth and Space Science Education partnership involves faculty members from Geosciences, Astronomy and Education at three Penn State campuses, University Park, Brandywine and Harrisburg, and targets ESS in grades 4 through 9. Teacher professional development activities concentrate on building deep conceptual understanding of big ideas in ESS in four topic areas: energy production, climate change, plate tectonics, and solar system astronomy. The goals of the partnership are to: 1) contribute to the understanding of conceptual development in ESS through the middle grades, 2) develop and support current teachers across Pennsylvania to engage students with the significant and complex questions of ESS fields, 3) strengthen the science content preparation of pre-service teachers to deepen their understanding of ESS, and 4) institutionalize improved communication and collaboration in teaching and learning among colleges and campuses of Penn State, in underserved urban and rural school districts, and across the partnership. The partnership is employing four main strategies to accomplish these goals. First, professional development for in-service teachers includes a suite of week-long residential workshops that integrate content with pedagogical best practices in the four thematic target areas. During these workshops and in follow-up meetings throughout the year, teachers and STEM and education faculty work on developing learning progressions and performance standards aligned with them in the four areas. Second, initiatives for middle grades students involve teachers and guidance counselors in implementing the performance standards, curricula and pedagogy studied during the workshops, while collecting data to inform the learning progressions. Third, initiatives for pre-service teachers are focusing on curriculum development aligned with the learning progressions, capacity building for urban teaching, and authentic research experiences. Fourth, university faculty and graduate students are involved in professional development workshops and structured observations of middle school ESS classes in order to foster reciprocity of expertise, with ESS experts gaining pedagogical knowledge and ESS teachers receiving rich content-specific feedback. The research is examining the question of how an understanding of big ideas in ESS can be characterized as learning progressions, and how these learning progressions can inform the development of curriculum, assessment and instruction in these grades. The evaluation is focusing on collaborative planning to articulate a theory of change, and to provide formative and summative evaluation.

宾夕法尼亚州立大学和宾夕法尼亚州的几个学区，包括三个农村地区--秃鹰、贝莱丰特和彭斯谷--以及三个城市地区--哈里斯堡、阅读和约克，已经围绕地球和空间科学（ESS）形成了伙伴关系。费城市学区的几所学校也致力于参与这一伙伴关系。中年级地球和空间科学教育伙伴关系涉及宾夕法尼亚州立大学三个校区（大学公园、白兰地酒和哈里斯堡）的地球科学、天文学和教育学教师，目标是4至9年级的ESS。教师专业发展活动集中在四个主题领域建立深刻的概念理解ESS的大想法：能源生产，气候变化，板块构造和太阳系天文学。伙伴关系的目标是：1）通过中年级促进对ESS概念发展的理解，2）发展和支持宾夕法尼亚州的现任教师，使学生参与ESS领域的重要和复杂问题，3）加强职前教师的科学内容准备，加深他们对ESS的理解，以及4）在宾夕法尼亚州立大学的学院和校园之间，在服务不足的城市和农村学区，以及在整个合作伙伴关系中，将改善的沟通和合作制度化。该伙伴关系采用四个主要战略来实现这些目标。首先，在职教师的专业发展包括一套为期一周的住宿讲习班，将四个主题目标领域的内容与教学最佳做法相结合。在这些研讨会和全年的后续会议期间，教师和STEM和教育教师致力于制定与四个领域相一致的学习进度和绩效标准。第二，针对中年级学生的举措让教师和辅导员参与实施讲习班期间研究的成绩标准、课程和教学法，同时收集数据，为学习进展提供信息。第三，针对职前教师的举措侧重于与学习进度相一致的课程开发、城市教学能力建设和真实的研究经验。第四，大学教师和研究生参与专业发展研讨会和中学ESS课程的结构化观察，以促进专业知识的相互作用，ESS专家获得教学知识，ESS教师获得丰富的具体内容的反馈。该研究正在研究如何理解ESS中的大思想可以被描述为学习进展的问题，以及这些学习进展如何为这些年级的课程，评估和教学的发展提供信息。评价的重点是协作规划，以阐明变革理论，并提供形成性和总结性评价。