Improving Competency in Elementary Science Teaching

提高基础科学教学能力

• 批准号: 1317068
• 负责人: Linda Darling-Hammond
• 金额: $ 45万
• 依托单位: Stanford University
• 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: 2013-07-01 至 2015-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1317068&HistoricalAwards=false
• 关键词: Improving; Competency; Elementary; Science; Teaching

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.

这个斯坦福大学的项目为小学教师，3-5年级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。该研究的重点是开发和测试一个框架，质量科学教学连续体（QSTC），以确定其能力，作为一个强大的形成和协作工具，教师可以反映他们的科学教学实践和认识到学生的行为是参与和科学学习的指标。该项目包括一个密集的专业发展（PD），将伴随着旨在发展教师对以下方面的理解的工具：（1）教学法，（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。在为期两年的过程中，教师将在课堂科学教学的各个阶段进行录像，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持续的参考资源。该项目提供了一个概念的证明，并检查使用一个具体的，形成的，综合性的工具，QSTC，在一个身临其境的教师专业发展计划。