Science Teachers Learning from Lesson Analysis (STeLLA): High School Biology

科学教师从课程分析中学习（STeLLA）：高中生物

• 批准号: 1503280
• 负责人: Christopher Wilson
• 金额: $ 299.82万
• 依托单位: BSCS Science Learning
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-08-01 至 2021-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1503280&HistoricalAwards=false
• 关键词: Science; Teachers; Learning; Lesson; Analysis

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 develop and test a biology teacher professional model that employs analysis of videotaped lessons to promote increased biology content knowledge and pedagogical content knowledge among practicing biology teachers. The content of the professional development activities will focus on the crosscutting concepts of stability and change that link core ideas in three areas of biology: cell biology, heredity, and evolution. These are content areas that have been shown to be difficult for students to learn, and difficult for teachers to teach. The professional development model will include: a) a summer institute where teachers gain new knowledge and skills in biology and learn to analyze videotaped lessons; b) opportunities to teach project-developed lessons during the academic year; and c) study group sessions during the academic year where participating teachers analyze videoclips of their own teaching.The project will design, develop, and test a teacher professional development model that is based on a previously developed approach that has been shown to be effective among elementary school teachers. It is hypothesized that the newly developed program will have a positive impact on the science achievement of high school students, that it will improve teacher science content knowledge and classroom practice, and that the effects on student outcomes will be equitable across student demographic variables. To test thee hypotheses, the project will employ a quasi-experimental research approach in which teachers will serve as their own comparison groups in a cohort control design. Hierarchical linear modeling will be used to differentiate the effects of variances in teacher content knowledge and pedagogical content knowledge, student demographic variables, and school factors. It is anticipated that the project will find evidence that the proposed approach to biology teacher professional development has the potential to close the achievement gaps among student populations.

探索研究K-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具（RMT），显着提高学前班学生和教师的科学，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，这些研究和开发工作为拟议项目提供了理论和经验依据。 本计画将发展并测试一个生物教师专业模式，借由分析录影课程，以增进生物教师的教学内容知识与教学内容知识。 专业发展活动的内容将侧重于稳定性和变化的交叉概念，这些概念将生物学的三个领域的核心思想联系起来：细胞生物学，遗传和进化。 这些内容领域已被证明是学生难以学习，教师难以教授。 专业发展模式将包括：a）暑期学院，教师在那里获得生物学方面的新知识和技能，并学习分析录像课程; B）在学年期间教授项目开发课程的机会;以及c）在学年中的学习小组会议，参与教师分析他们自己的教学视频。该项目将设计，开发，并测试一个教师专业发展模式，该模式是基于先前开发的方法，已被证明是有效的小学教师。 据推测，新开发的程序将对高中学生的科学成绩产生积极的影响，它将提高教师的科学内容的知识和课堂实践，对学生成绩的影响将是公平的学生人口统计变量。 为了验证这些假设，该项目将采用准实验研究方法，其中教师将作为自己的对照组在队列控制设计。 分层线性模型将用于区分教师内容知识和教学内容知识，学生人口统计变量和学校因素的差异的影响。预计该项目将找到证据表明，所提出的生物教师专业发展的方法有可能缩小学生群体之间的成绩差距。