Developing Teachers' Capacity to Promote Argumentation in Secondary Science

该项目将深入了解教师在以下一代科学标准所要求的大量和复杂的方式修改他们的教学时所面临的挑战。该项目将开发和研究一个专业发展计划，以帮助初中和高中的科学教师支持他们的学生学会科学地辩论。该计划包括组织科学活动的策略，以创造学生可以辩论的环境，以及促进学生之间持续、富有成效的辩论的教学实践。结果将记录教师发现这些新做法的哪些方面更容易实施和更难实施，以及项目教师工作的城市学校环境如何影响挑战。该项目还将进一步加深我们对如何构建基于现场的专业发展以支持教师学习和改进的理解。该项目是对加利福尼亚州一个城市学区的30名中学理科教师进行的纵向研究。专业发展(PD)计划将围绕密集的暑期学校组织，随后每年在训练有素的教练的帮助下进行两个校本课程学习周期。邮政署的工作将在三年内进行。所有PD课程将被记录下来，以进行互动分析，以确定指导和教师参与的差异以及这些差异对教师学习的影响。作为教师学习的一种衡量标准，我们将在3年内对教师的议论文概念进行反复测量。将开发一种观察方案，并用于测量教师话语及其随时间的变化。教师课堂的小样本将被录像，以产生互动分析的纵向记录，将教师谈话与学生辩论的模式联系起来。该项目的第三年将增加学生学习的措施，并将它们与教师实践中的各种变化联系起来。该项目的最后一年将产生回顾分析，将教师学习的途径与PD计划的特点和教师的参与联系起来。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)，显著提高K-12学龄前学生和教师在科学、技术、工程和数学(STEM)方面的学习和教学。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努力的基础上，这些研究和开发工作为拟议的项目提供了理论和经验证明。

This project will produce insights into the challenges teachers face in modifying their teaching in the substantial and complex ways demanded by the Next Generation Science Standards. This project will develop and study a program of professional development to help middle and high school science teachers support their students to learn to argue scientifically. The program includes strategies for organizing science activities to create contexts where students have something to argue about and teaching practices that promote sustained, productive argumentation among students. Results will document what aspects of these new practices teachers find easier and more difficult to implement, and how challenges are influenced by the urban schooling contexts in which project teachers work. The project will also further our understanding of how site-based professional development can be structured to support teacher learning and improvement.The project is a longitudinal study of a cohort of 30 secondary science teachers from an urban school district in California. The professional development (PD) program will be organized around intensive summer institutes followed by 2 school-based lesson study cycles each year, facilitated by trained coaches. The PD work will be carried out over three years. All PD sessions will be recorded for interaction analysis to identify variations in coaching and teacher participation and the influences of such variation on teacher learning. Repeated measures of teachers' conceptions of argumentation will be given over 3 years as a measure of teacher learning. An observation protocol will be developed and used to measure teacher talk and its change over time. A sub-sample of teachers' classrooms will be video recorded to produce a longitudinal record for interaction analyses to link teacher talk to patterns of student argumentation. The third year of the project will add measures of student learning and link them to variations in teacher practice. The final year of the project will produce retrospective analyses that link pathways in teacher learning to features of the PD program and teachers' participation. 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.