Improving Competency in Elementary Science Teaching

达林-哈蒙德1317068斯坦福大学的这个项目为3-5年级的小学教师提供了一个教学框架和相关资源，以区分高质量的科学教学。这项研究的重点是开发和测试一个框架，即优质科学教学连续体(QSTC)，以确定其作为一种强有力的形成性和协作性工具的能力，教师可以通过它来反思他们的科学教学实践，并识别作为参与和科学学习指标的学生行为。该项目包括一个密集的专业发展(PD)，将与该工具一起设计，以发展教师对(1)教学方法，(2)科学过程和内容，(3)社区建设，以及(4)使用QSTC来改善课堂教学和学生参与的理解。在为期两年的过程中，将在课堂科学教学的不同阶段对教师进行录像，由此产生的教学视频数字图书馆为教师和其他人反思他们的实践提供了一个持续的参考资源。该项目提供了概念验证，并检查了在身临其境的教师专业发展计划中使用特定的、形成性的、综合性的工具-QSTC。

Darling-Hammond1317068This Stanford University project provides elementary teachers, grades 3-5 with a pedagogical framework and related resources for distinguishing quality science teaching. The study focuses on developing and testing a framework, the Quality Science Teaching Continuum (QSTC), to determine its capacity to serve as a potent formative and collaborative tool with which teachers can reflect on their science teaching practices and recognize student behaviors that are indicators of engagement and science learning. The project includes an intensive professional development (PD) that will accompany the instrument designed to develop teachers' understanding of (1) pedagogy, (2) science process and content, (3) community building, and (4) use of QSTC to improve classroom instruction and student engagement. Teachers will be videotaped during classroom science instruction at various points in the two-year process, and the resulting digital library of teaching videos provides an ongoing reference resource for teachers and others when reflecting on their practice. The project provides a proof of concept and examines the use of a specific, formative, integrative instrument, the QSTC, within an immersive teacher professional development program.