Developing Teachers' Capacity to Promote Argumentation in Secondary Science

发展教师促进中学科学论证的能力

• 批准号: 1503511
• 负责人: William Sandoval
• 金额: $ 277.05万
• 依托单位: University of California-Los Angeles
• 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: 2015-07-01 至 2021-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1503511&HistoricalAwards=false
• 关键词: Developing; Teachers; Capacity; Promote; Argumentation

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.

该项目将深入了解教师在以下一代科学标准所要求的实质性和复杂的方式修改教学时所面临的挑战。本计画将发展与研究一套专业发展计画，以协助初高中科学教师支持学生学习科学辩论。该计划包括组织科学活动的策略，以创造学生有东西争论的环境，并促进学生之间持续，富有成效的辩论教学实践。结果将记录这些新的做法教师发现更容易和更难实施的方面，以及如何挑战的影响，在项目教师工作的城市学校环境。该项目还将进一步加深我们对如何构建基于站点的专业发展以支持教师学习和改进的理解。该项目是对来自加州城市学区的30名中学科学教师的纵向研究。专业发展（PD）计划将围绕密集的暑期学院组织，每年有2个校本课程研究周期，由训练有素的教练提供便利。PD工作将在三年内进行。所有的PD会话将被记录用于交互分析，以确定教练和教师参与的变化以及这种变化对教师学习的影响。教师的论证概念的重复测量将在3年内作为教师学习的衡量标准。一个观察协议将被开发和用于测量教师的谈话及其随时间的变化。教师课堂的一个子样本将被录像，以产生一个互动分析的纵向记录，将教师的谈话与学生的辩论模式联系起来。该项目的第三年将增加学生学习的措施，并将其与教师实践的变化联系起来。该项目的最后一年将进行回顾性分析，将教师学习的途径与PD计划和教师参与的特点联系起来。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。