Collaborative Research: Focus on Energy: Preparing Elementary Teachers to Meet the NGSS Challenge

下一代科学标准（NGSS）确定了从小学开始的学习能量的雄心勃勃的进展。为了帮助国家的教师应对这一挑战，该项目将开发和调查的机会和局限性的重点能源，专业发展（PD）系统的小学教师（3-5年级）。 PD将包含：这些资源将帮助教师解释、评估和培养学生对能源的看法;课堂活动，帮助他们识别、跟踪和代表能源的形式和流动;以及支持，帮助他们让学生参与这些活动。 教师将获得科学和教学内容的知识，他们需要在他们所有的科学课程中以横向的方式教授能源;学生将在智力上参与开发，测试和修改他们可以用来描述学校和日常生活中的现象的能源模型的实践;和形成性评估将引导学生对能源的想法的每时每刻的进步。这个项目将开发和测试一个可扩展的PD模型，这将提高学生的能力，服务早期的小学教师，以帮助学生学习能源概念，通过协调形成性评估，面对面和基于网络的PD活动。 研究人员将开发和迭代改进工具，以评估教师和学生的能量推理策略。该项目的目标包括：（1）教师提高对表征和能量推理的熟练程度和有纪律的应用，以从能量的角度理解日常现象;（2）教师提高解释学生关于能量的表征和想法的能力，以做出教学决策;以及（3）学生改进了表征和能量推理的使用，以开发和改进描述与日常现象相关的能量形式和流动的模型。 该网上产品将包括：一套以Facets模型为基础的形成性评估，帮助教师解释学生对能源的看法;一系列课堂测试活动，介绍能量跟踪透镜（使用多种表征探索能源概念的方法）;以及课堂范例和科学家使用能量跟踪透镜大声思考的视频。该项目将完善现有的方案设计，并通过构建一个促进者指南，建立一个支持在线实施的系统，以便在线社区可以在一个促进者的帮助下运行。

The Next Generation Science Standards (NGSS) identify an ambitious progression for learning energy, beginning in elementary school. To help the nation's teachers address this challenge, this project will develop and investigate the opportunities and limitations of Focus on Energy, a professional development (PD) system for elementary teachers (grades 3-5). The PD will contain: resources that will help teachers to interpret, evaluate and cultivate students' ideas about energy; classroom activities to help them to identify, track and represent energy forms and flows; and supports to help them in engaging students in these activities. Teachers will receive the science and pedagogical content knowledge they need to teach about energy in a crosscutting way across all their science curricula; students will be intellectually engaged in the practice of developing, testing, and revising a model of energy they can use to describe phenomena both in school and in their everyday lives; and formative assessment will guide the moment-by-moment advancement of students' ideas about energy.This project will develop and test a scalable model of PD that will enhance the ability of in-service early elementary teachers to help students learn energy concepts by coordinating formative assessment, face-to-face and web-based PD activities. Researchers will develop and iteratively refine tools to assess both teacher and student energy reasoning strategies. The goals of the project include (1) teachers' increased facility with, and disciplined application of, representations and energy reasoning to make sense of everyday phenomena in terms of energy; (2) teachers' increased ability to interpret student representations and ideas about energy to make instructional decisions; and (3) students' improved use of representations and energy reasoning to develop and refine models that describe energy forms and flows associated with everyday phenomena. The web-based product will contain: a set of formative assessments to help teachers to interpret student ideas about energy based on the Facets model; a series of classroom tested activities to introduce the Energy Tracking Lens (method to explore energy concept using multiple representations); and videos of classroom exemplars as well as scientists thinking out loud while using the Energy Tracking Lens. The project will refine the existing PD and build a system that supports online implementation by constructing a facilitator's guide so that the online community can run with one facilitator.