The Science and Mathematics Simulated Interaction Model (SIM)

科学与数学模拟交互模型（SIM）

• 批准号: 1118772
• 负责人: Benjamin Dotger
• 金额: $ 44.96万
• 依托单位: Syracuse University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-07-01 至 2015-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1118772&HistoricalAwards=false
• 关键词: Science; Mathematics; Simulated; Interaction; Model

The Science and Mathematics Simulated Interaction Model (SIM) will design and clinically test simulations for mathematics and science teachers. The main hypothesis is that mathematics and science simulations will identify strengths and misconceptions in teachers' understanding of content and pedagogy, increase teachers¡ instructional capacity, and advance student achievement. The SIM will be designed for both preservice (in training) and induction-stage (early career) mathematics and science teachers. The eight different SIM simulations will focus on common problems of practice, challenges, dilemmas, issues that mathematics and science teachers encounter at the secondary level (grades 9-12). The Syracuse University School of Education and SUNY Upstate Medical University's Clinical Skills Center have partnered together in past simulation design and research endeavors. Through their SIM partnership, these organizations now focus on the first exploration of content-specific simulations. When designed and clinically tested, the researchers expect the SIM to serve as an innovative teacher development tool that helps novice mathematics and science teachers effectively transition from preservice preparation to classroom practice. The heart of the SIM is a series of live, one-to-one interactions between novice mathematics and science teachers and standardized individuals (SIs). Similar to medical education's use of standardized patients, the SIM's standardized individuals are local actors who are carefully trained and scripted to present to novice teachers distinct mathematics or science problems, questions, or dilemmas. For example, how do novice mathematics teachers navigate a conversation with a standardized student who questions the relevance of advanced mathematics? Similarly, how do novice science teachers navigate a difficult conversation with a standardized parent who questions the teaching of evolutionary biology? Each teacher's simulation is immediately followed by an individual debriefing and a written improvement plan in a highly structured simulation to reflection to improvement plan cycle of assistance. Each simulation cycle is coupled with a content-specific seminar designed to support teachers' strengths and to address their content or pedagogical misconceptions. The SIM is structured as an iterative design project, where the initial design of the eight simulations will be clinically tested twice. 40 novice teachers (20 preservice and 20 induction stages) will take part in the clinical testing process. SIM data strands include pre-simulation questions, audio/video data of the simulated interactions between teachers and SIs, post-simulation teacher video reflections, and written professional improvement plans. The research team will focus on refining the simulations and identifying the teachers' strengths and misconceptions based on 160 different simulated interactions. When complete, the SIM will consist of eight simulations that effectively identify the content and pedagogical strengths and misconceptions of secondary mathematics and science teachers. Initially, the SIM will be implemented within the Syracuse University School of Education. SIM products, processes, and all findings will be made available to all education researchers and teacher educators through password-protected digital access. The SIM's problem-based methodology challenges novice teachers to enact content and pedagogy, while also helping researchers to accurately and meaningfully assess teacher strengths and misconceptions in mathematics and science. As data are gathered and analyzed for each SIM problem of practice, we anticipate the formation of grounded theories and models of mathematics and science teacher development. These data - gathered through a methodology that places novice teachers in immediate, demanding, authentic situations - hold the potential to yield broader understandings of how novice science and mathematics teachers are transferring the content and pedagogy learned within teacher preparation into actual teacher practice.

科学和数学模拟交互模型(SIM)将为数学和科学教师设计和临床测试模拟。主要的假设是，数学和科学模拟将找出教师在理解教学内容和教学方法方面的优势和误解，提高教师的教学能力，并提高学生的成绩。SIM将为职前(培训中)和入职阶段(职业生涯早期)的数学和科学教师而设计。八个不同的SIM卡模拟将集中在常见的实践问题，挑战，两难，数学和科学教师在中学水平(9-12年级)遇到的问题。锡拉丘兹大学教育学院和纽约州立大学北部医科大学临床技能中心在过去的模拟设计和研究工作中进行了合作。通过他们的SIM合作伙伴关系，这些组织现在专注于第一次探索特定内容的模拟。在设计和临床测试时，研究人员预计SIM将成为一种创新的教师发展工具，帮助数学和科学新手教师有效地从职前准备过渡到课堂实践。SIM的核心是数学和科学新手教师与标准化个人(SIS)之间的一系列实时、一对一的互动。与医学教育对标准化患者的使用类似，SIM的标准化个人是当地的参与者，他们经过仔细的培训和脚本，向新手教师提出不同的数学或科学问题、问题或困境。例如，新手数学教师如何与一个质疑高等数学相关性的标准化学生进行对话？同样，科学新手教师如何与质疑进化生物学教学的标准化家长进行艰难的对话？每个教师的模拟之后，紧接着是个人汇报和高度结构化的模拟中的书面改进计划，以反映改进计划的援助周期。每个模拟周期都配有一个针对具体内容的研讨会，旨在支持教师的优势，并解决他们的内容或教学误区。SIM的结构是一个迭代设计项目，其中八个模拟的初始设计将进行两次临床测试。40名新手教师(20个预备阶段和20个入职阶段)将参加临床测试过程。SIM数据链包括模拟前的问题、模拟教师与SIS互动的音频/视频数据、模拟后的教师视频反思以及书面的专业改进计划。研究小组将专注于完善模拟，并基于160种不同的模拟互动来确定教师的优势和误解。完成后，SIM将由八个模拟组成，有效地识别中学数学和科学教师的内容、教学优势和误解。最初，SIM卡将在锡拉丘兹大学教育学院内实施。SIM产品、流程和所有结果将通过密码保护的数字访问提供给所有教育研究人员和教师教育工作者。SIM的基于问题的方法挑战新手教师制定内容和教学方法，同时也帮助研究人员准确和有意义地评估教师在数学和科学方面的优势和误解。随着每个SIM实践问题的数据收集和分析，我们期待着数学和科学教师发展的扎根理论和模型的形成。这些数据是通过将新手教师置于直接、苛刻、真实的情景中的方法收集的，有可能产生更广泛的理解，即新手科学和数学教师如何将在教师准备过程中学到的内容和教学方法转化为实际的教师实践。