PlantingScience: Digging Deeper Together - A Model for Collaborative Teacher/Scientist Professional Development

探索研究K-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具（rmt），显著提高pre -12学生和教师对科学、技术、工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和实证依据。该项目将为高中生物教师设计、开发和测试一种新的专业发展（PD）模式，该模式侧重于植物生物学，这是教师感到准备不足的生物学领域。新的PD模式将教师和科学家聚集在一起，面对面和在线，指导学生进行真实的科学调查，并反思教学实践和学生的学习。该项目还将开发和测试教师暑期学院和一个支持学生在线指导和教师专业发展的网站的成果。该项目的成果将包括制定教师专业发展模式的促进指南、一个支持学生指导和教师专业发展的网站、教师和科学家在与学生合作时使用的一系列资源，以及新专业发展模式成功的经验证据。这个完整的研究和开发项目将采用测试前/测试后控制组设计来测试高中生物教师专业发展模型的有效性。专业发展模式以行动理论为基础，其前提是，当教师与科学家和学生在技术支持的学习社区中互动时，学生将比使用更传统的教学材料和方法的学生表现出更高的成就水平。在分组随机试验中，教师将被随机分配到治疗组，对治疗组和对照组的干预后结果测量方法进行比较。这项研究将在全国范围内招募样本，以确保参与者代表广泛的地理和人口背景，优先考虑第一项规定的学校。研究问题是：a)教师和科学家参与更深层次的社区在多大程度上影响了教师的知识和实践？b)参与教师和科学家的“更深挖掘”社区在多大程度上影响了科学家？指导和教学的质量？c)学生使用在线课程和与科学家导师一起参与学习社区在多大程度上影响了学生的学习？将开发或调整工具来衡量相关的学生和教师知识、学生动机和教师实践。在整个研究过程中，将使用计算机媒介话语分析来跟踪学生、教师和科学导师之间的在线互动。

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. This project will design, develop, and test a new professional development (PD) model for high school biology teachers that focuses on plant biology, an area of biology that teachers feel less prepared to teach. The new PD model will bring teachers and scientists together, in-person and online, to guide students in conducting authentic science investigations and to reflect on instructional practices and student learning. The project will also develop and test the outcomes of a summer institute for teachers and a website that will support the online mentoring of students and the professional development of teachers. Outcomes of the project will include the development of a facilitation guide for the teacher professional development model, a website to support student mentoring and teacher professional development, a series of resources for teachers and scientists to use in working with students, and empirical evidence of the success of the new professional development model.This full research and development project will employ a pre-test/post-test control group design to test the efficacy of a professional development model for high school biology teachers. The professional development model is grounded in a theory of action based on the premise that when teachers are engaged with scientists and students in a technology-enabled learning community, students will demonstrate higher levels of achievement than those using more traditional instructional materials and methodologies. The means of post-intervention outcome measures will be compared across treatment and comparison groups in a cluster-randomized trial where teachers will be randomly assigned to treatment groups. The study will recruit a nation-wide sample to ensure that participants represent a wide array of geographic and demographic contexts, with preference given to Title 1 schools. The research questions are: a) To what extent does participation in the Digging Deeper community of teachers and scientists affect teacher knowledge and practices? b) To what extent does participation in the Digging Deeper community of teachers and scientists affect scientists? quality of mentorship and teaching? And c) To what extent does student use of the online program and participation in the learning community with scientist mentors affect student learning? Instruments will be developed or adapted to measure relevant student and teacher knowledge, student motivation, and teacher practices. Computer-mediated discourse analysis will be used over the course of the study to track online interactions among students, teachers, and science mentors.