Improving Science Teaching & Learning: Studying How Beginning Elementary Teachers Notice and Respond to Students' Scientific Sense-making

理解老师是如何学会注意学生并对学生做出反应的吗？科学意义建构是提高初级教师实践水平、支持学生科学学习的必要条件。如果没有这种理解，《下一代科学标准》所要求的有效科学教学可能很少会发生，我们将无法应对为所有学生改善STEM教育的挑战。我们这项研究的目的是记录和定义初级小学教师注意和回应学生的一系列实践。科学意义和影响他们实践的背景因素在几年的范围内，以确定这些实践如何随着时间的推移而发展。背景因素包括课程材料、专业社区、先前经验和专业愿景等方面。了解更多关于教师如何以及为什么学会注意和回应学生的信息吗？科学意义建构可以使教育计划、教学支持和工具的设计更有效，帮助教师确保所有学生都有机会学习有意义的科学。来自密歇根州立大学和威斯康辛大学麦迪逊分校的研究人员将使用纵向比较案例研究方法来分析和描述初等小学教师如何注意和回应学生？在城市学校设置的几年中，多个科学主题领域的科学意义。数据将从32名初三、四、五年级的小学科学教师和6名中西部地区（如芝加哥、伊利诺伊州、密歇根州兰辛和威斯康星州麦迪逊）的专家教师中收集。数据包括每年两次由教师生成的意义构建作品集，其中包括：科学教学的课堂视频、教师对学生作业的分析以及教师关于注意和回应的访谈。数据分析将基于教师表现和反思的四个维度：学生理解、注意、解释/推理和回应学生的机会的性质和类型？科学的风潮。我们将使用持续比较的方法来分析数据。根据教学环境和个人资源的各个方面检查和整理案例研究数据，以寻找随时间变化的模式。顾问委员会成员将对研究设计、工具和结果进行评估。我们研究的最终成果将包括(1)对32位初任教师多年来的实践和6位专家教师的经验描述，以说明不同类型的教师注意和回应，以及初任教师注意和回应的不同途径、轨迹和方法(2)一套经过测试和修订的数据收集措施和分析工具，用于记录和描述教师注意。(3)一个初学教师注意的模型，可以解释如何注意和回应学生？意义形成是由个人资源和专业背景所介导的。通过对基础科学教师教育理论和初级教师实践的转变，本研究将对参与研究的教师和学生以及更大的教师教育研究界产生积极的影响。该研究将有助于了解情境对教师实践的影响，并概述教师发展的潜在途径。研究成果承诺在不同的城市环境中使用高杠杆实践，为培养高素质的科学教师做出贡献。

Understanding how teachers learn to notice and respond to students? scientific sense-making is necessary to improve beginning teacher practice and support student science learning. Without this understanding, effective science instruction called for by the Next Generation Science Standards may rarely occur, and we will not be able to meet the challenge of improving STEM education for all students. Our objective for this research is to document and define a range of beginning elementary teacher practices for noticing and responding to students? scientific sense-making and the contextual factors that impact their practice over a range of several years to determine how these practices develop over time. Contextual factors include aspects such as curriculum materials, professional community, prior experiences, and professional vision. Knowing more about how and why teachers learn to notice and respond to students? science sense-making can enable more effective design of educational programs, instructional supports, and tools helping teachers ensure that all of their students have opportunities to learn meaningful science.Researchers from Michigan State University and the University of Wisconsin-Madison will use longitudinal comparative case-study methodology to analyze and describe how beginning elementary teachers notice and respond to students? scientific sense-making in multiple science topic areas across several years in urban school settings. Data will be collected from 32 beginning 3rd, 4th, and 5th grade elementary science teachers and six expert teachers across the upper Midwest (e.g., Chicago, IL, Lansing, MI, and Madison, WI). Data includes two teacher-generated sense-making portfolios a year containing: classroom video of science teaching, teacher analysis of student work, and teacher interviews about noticing and responding. Data analysis will be based on 4 dimensions of teacher performance and reflection: the nature and type of opportunities for student sense-making, noticing, interpreting/reasoning, and responding to students? scientific sense-making. We will use a constant comparative approach to analyze data ? examining and sorting case study data against aspects of teaching contexts and personal resources to look for patterns over time. Advisory board members will evaluate this project with respect to research design, tools, and outcomes. The final products of our study will include (1) empirically-based descriptions of 32 beginning teacher practices across several years and six expert teachers to illustrate different types of teacher noticing and responding as well as different pathways, trajectories, and approaches of beginning teacher noticing and responding (2) a set of tested and revised data collection measures and analytical tools for documenting and describing teacher noticing, and (3) a model of beginning teacher noticing that can explain how noticing and responding to students? sense-making is mediated by personal resources and professional contexts. This research will positively affect participating teachers and their students, as well as the larger teacher education research community by transforming theories of elementary science teacher education and beginning teacher practice. The research will contribute knowledge about the influences of contexts on teacher practice and outline potential pathways for teacher development. Research products promise to contribute to the development of a highly qualified science teachers using high-leverage practices in diverse urban contexts.