Enhancing Argumentation with Social Media: Supporting Teacher Professional

通过社交媒体加强论证：支持教师专业

• 批准号: 1316799
• 负责人: James Ellis
• 金额: $ 42.98万
• 依托单位: University of Kansas Center for Research Inc
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-08-01 至 2017-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1316799&HistoricalAwards=false
• 关键词: Enhancing; Argumentation; Social; Media; Supporting

This exploratory proposal is researching and developing professional learning activities to help high school teachers use available and emerging social media to teach scientific argumentation. The project responds to the growing emphasis on scientific argumentation in new standards. Participants include a team of ninth and tenth grade Life Science teachers collaborating as co-researchers with project staff in a design study to develop one socially mediated science unit. It also produces strategies, tools and on-line materials to support teachers' development of the pedagogical, content, and technological knowledge needed to integrate emerging technologies into science instruction. This project focuses on the flexible social media sites such as Facebook, Twitter and Instagram that students frequently use in their everyday lives. Research questions explore the technology of social media and the pedagogy needed to support student engagement in scientific argumentation. The Year Three pilot analyses provide data on the professional learning model. The project provides a basis for scale-up with this instructional and professional learning model to other core science content, cross-cutting themes, and STEM practices.

这项探索性的建议是研究和开发专业学习活动，以帮助高中教师使用现有的和新兴的社会媒体来教授科学论证。 该项目响应了新标准中越来越强调科学论证的要求。 参与者包括一个团队的九年级和十年级的生命科学教师合作作为共同研究人员与项目工作人员在设计研究，开发一个社会中介科学单位。 它还制作战略、工具和在线材料，以支持教师发展将新兴技术纳入科学教学所需的教学、内容和技术知识。 该项目的重点是灵活的社交媒体网站，如Facebook，Twitter和Instagram，学生经常在他们的日常生活中使用。 研究问题探讨了社会媒体技术和支持学生参与科学论证所需的教学法。三年级的试点分析提供了关于专业学习模式的数据。 该项目为将这种教学和专业学习模式扩展到其他核心科学内容，交叉主题和STEM实践提供了基础。