Collaborative Research: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development

合作研究：初中和高中科学教师专业发展目标探究模型的进一步开发和测试

• 批准号: 1118658
• 负责人: Deborah Herrington
• 金额: $ 110.54万
• 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: 2011
• 资助国家: 美国
• 起止时间: 2011-08-15 至 2018-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1118658&HistoricalAwards=false
• 关键词: Collaborative; Research; Further; Development; Testing

This project scales and further tests the Target Inquiry (TI) professional development model. The TI model involves teachers in three core experiences: 1) a research experience for teachers (RET), 2) materials adaptation (MA), and 3) an action research (AR) project. The original program was implemented with high school chemistry teachers at Grand Valley State University (GVSU), and was shown to result in significant increases, with large effect sizes, in teachers' understanding of science inquiry and quality of instruction, and in science achievement of those teachers' students. The scale-up and further testing would involve adding physics, biology and geology at GVSU, and implementing the program at Miami University (MU) with chemistry teachers. Three research questions will be studied: 1) How do the three TI core experiences influence in-service high school science teachers' (i) understanding of the nature of science; (ii) attitudes and beliefs about inquiry instruction; and (iii) classroom instructional methods in two new applications of the TI model? 2) How does teacher participation in TI affect students' process skills (scientific reasoning and metacognition) and conceptual understanding of science in two new applications of the TI model? 3) What are the challenges and solutions related to implementing TI in science disciplines beyond chemistry and in other regions? The research design is quasi-experimental and longitudinal, incorporating implementation with research, and using quantitative and qualitative methods blended in a design research framework. A total of 54 middle and high school science teachers are being recruited for the study. The TI group is completing the TI program (N = 27; 15 at GVSU; 12 at MU) while the comparison group (same sizes and locations) is not. The comparison group is matched according to individual characteristics and school demographics. All teachers are being studied, along with their students, for 4 years (pre-program, post-RET, post-MA, post-AR/post-program). TI teachers are taking 15 credits of graduate level science courses over three years, including summers. Courses include a graduate seminar focused on preparing for the research experience, the research experience in a faculty member's science lab during the summer, application of research to teaching, action research project development, adaptation and evaluation of inquiry-focused curricula, and interpretation and analysis of classroom data from action research. Consistent feedback from professional development providers, other teachers, and evaluation, including comparison with the previous implementation, contributes to a design-based approach. Teacher factors being studied include beliefs about the nature of science, inquiry teaching knowledge and beliefs, and quality of inquiry instruction. Student factors being studied include scientific reasoning; metacognition, self-efficacy, and learning processes in science; and content knowledge and conceptual understanding. Only established quantitative and qualitative instruments are being used. Quantitative analysis includes between-group comparisons by year on post-tests, with pre-tests as covariates, and multi-level models with students nested within teachers, and teachers within sites, with the teacher level as the primary unit of change. Trends over time between the treatment and comparison groups are being examined. The evaluation is using a combination of pre/post causal comparative quantitative measures and relevant qualitative data from project leaders and participants, as well as from the comparison group, to provide formative and summative evaluation input.Outcomes of the project include documentation and understanding of the impacts on science teachers' instruction and student outcomes of research experiences for teachers when they are supported by materials adaptation and action research, and an understanding of what it takes to scale the model to different science disciplines and a different site. The project is also producing a website of instructional materials for middle and secondary science.

该项目扩展并进一步测试目标查询（TI）专业发展模型。 TI模型涉及三种核心经验的教师：1）教师的研究经验（RET），2）材料适应（MA）和3）行动研究（AR）项目。最初的计划是由大谷州立大学（GVSU）的高中化学教师实施的，并被证明会导致大幅度增加，效果较大，在教师对教学的科学探究和质量以及对这些教师学生的科学成就方面的理解。规模和进一步的测试将涉及在GVSU添加物理，生物学和地质学，并在迈阿密大学（MU）与化学教师实施该计划。将研究三个研究问题：1）三种核心经验如何影响在职高中科学教师（i）对科学本质的理解； （ii）对查询指导的态度和信念； （iii）TI模型的两个新应用中的课堂教学方法？ 2）教师参与TI如何影响学生的过程技能（科学推理和元认知）以及对TI模型的两个新应用中对科学的概念理解？ 3）与化学和其他地区以外的科学学科中实施TI有关的挑战和解决方案是什么？研究设计是准实验和纵向的，将实施与研究结合在一起，并使用在设计研究框架中融合的定量和定性方法。总共正在招募54名中学和高中科学老师参加这项研究。 TI组正在完成Ti程序（n = 27;在GVSU上的n = 27;在MU处12），而比较组（相同的尺寸和位置）却没有。比较组根据个人特征和学校人口统计数据匹配。所有老师都与学生一起研究了4年（程序前，Ret，sud-sep，ma，后，AR/后的程序后）。 TI老师在包括Summers在内的三年中，将获得15个学分的研究生级科学课程。课程包括一个专注于为研究经验做准备的研究生研讨会，夏季教师科学实验室中的研究经验，在教学中的应用，行动研究项目发展，以询问为重点的课程的适应和评估以及对行动研究中课堂数据的解释和分析。专业发展提供商，其他教师和评估的一致反馈（包括与先前的实施）有助于基于设计的方法。所研究的教师因素包括对科学本质，探究教学知识和信念以及探究教学质量的信念。研究的学生因素包括科学推理；科学中的元认知，自我效能和学习过程；以及内容知识和概念理解。仅使用已建立的定量和定性工具。定量分析包括按年度对后测试的组间比较，以协变量为协变量，以及与学生嵌套在教师中的学生以及站点内的教师，教师级别是主要变化单位。随着治疗组和比较组之间的趋势，正在研究。该评估是通过因果关系前/后的比较定量措施和来自项目领导者和参与者的相关定性数据的结合，以及比较组的组合，提供了形成性和总结性评估输入。项目的外界。文档之外的信息包括对材料的材料的影响，包括对材料的研究，包括对材料的研究，包括对材料的影响，并了解其对材料的影响的影响，并将其置于研究中，以了解其材料的范围，并将其纳入材料的范围。不同的科学学科和不同的网站。该项目还为中学和中等科学生产了教学材料网站。