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

了解教师如何学习注意和回应学生？科学的理解力对于改进初任教师的实践和支持学生的科学学习是必要的。如果没有这样的理解，下一代科学标准所要求的有效的科学教育可能很少发生，我们将无法应对改善所有学生的STEM教育的挑战。我们这项研究的目标是记录和定义一系列初级教师注意和回应学生的做法？科学意义的形成和影响他们的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、先前的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习注意和回应学生的信息？科学理解力可以更有效地设计教育计划、教学支持和工具，帮助教师确保所有学生都有机会学习有意义的科学知识。来自密歇根州立大学和威斯康星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任小学教师如何注意和回应学生？在城市学校环境中，在多个科学主题领域进行多年的科学意义培养。数据将从32名初任3年级、4年级和5年级的小学科学教师和6名中西部上段(例如，芝加哥、伊利诺伊州、兰辛、密歇根州和威斯康星州麦迪逊)的专家教师那里收集。数据包括每年两个由教师产生的意义创造文件夹，其中包括：科学教学的课堂视频，教师对学生作业的分析，以及关于注意和回应的教师访谈。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？科学意义上的创造。我们会用一种不断比较的方法来分析数据吗？对照教学环境和个人资源，检查和分类案例研究数据，以寻找随时间推移的模式。顾问委员会成员将从研究设计、工具和成果方面对该项目进行评估。本研究的最终成果将包括(1)对历年的32个初任教师实践和6名专家教师的实证性描述，以说明不同类型的教师注意和反应，以及不同的初任教师注意和反应的路径、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)初任教师注意的模型，可以解释如何注意和回应学生？判断是由个人资源和专业背景决定的。这项研究将对参与研究的教师及其学生，以及更大的教师教育研究共同体产生积极的影响，通过转变基础教育教师教育的理论和开始教师实践。这项研究将有助于了解语境对教师实践的影响，并勾勒出教师发展的潜在路径。研究产品承诺帮助发展一支高素质的科学教师队伍，在不同的城市环境中使用高杠杆实践。

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.