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Building Coherence in STEM Learning Opportunities for Pre-Service Elementary Teachers across Disciplinary Boundaries

为跨学科界限的职前小学教师建立 STEM 学习机会的一致性

基本信息

批准号：
1712493
负责人：
Lauren Barth-Cohen
金额：
$ 30万
依托单位：
University of Utah
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-08-01 至 2021-07-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1712493&HistoricalAwards=false
关键词：
Building Coherence STEM Learning Opportunities

项目摘要

This project will address a fundamental challenge in STEM teacher education. While growing evidence shows that elementary teachers play a central role in shaping their students' learning, interests, motivations, and persistence in STEM fields, teachers face many challenges including underdeveloped content knowledge, feelings of being underprepared and anxious about teaching STEM, and a limited number of content and methods courses during their teacher preparation program. Research on teacher education has repeatedly documented challenges with a lack of coherence and fragmentation in teacher education programs that further exacerbates these problems. In recent years, reforms in both mathematics and science education (Common Core State Standards for Mathematics--CCSSM and the Next Generation Science Standards--NGSS) have foregrounded and explicitly called for coherence across STEM disciplines. This challenge is further compounded by the fact that STEM coursework spans different disciplines and departments (e.g., education, science, and mathematics). Prior efforts to organize teacher education around a common vision have typically focused on building coherence in an entire program, in a single discipline, or at a large scale across institutions. This Improving Undergraduate STEM Education (IUSE) project in the Engaged Student Learning track seeks to build intellectual coherence in STEM learning opportunities for elementary pre-service teachers (PSTs) across a set of eight redesigned mathematics and science content courses and mathematics, science, and technology methods courses. This project will advance understanding of how undergraduate elementary PSTs learn STEM content knowledge, instructional practices for teaching STEM, and attention to equity and justice in a coherent and connected approach. This project will involve a working group of faculty from the College of Education and the College of Science at the University of Utah, who will collaboratively redesign and implement all STEM content and methods courses for elementary teachers with a goal of building coherence for elementary PSTs. This project, with funding from the IUSE program and the Robert Noyce Teacher Scholarship program, will produce results that will contribute to an opening up of the focus on disciplinary connections between STEM fields in a coherent and rigorous model of elementary teacher preparation for providing success for all elementary students in STEM learning. This project aims to deliberately leverage connections across STEM fields to build coherent and rigorous preparation in content and methods courses across disciplines and colleges. A focus on two key disciplinary connections (representations and arguments) that are situated as central knowledge generation opportunities in classrooms and align with current mathematics and science reforms, will function as key pillars. This project will build STEM disciplinary coherence in elementary teacher education to support the development of ambitious instruction, which is intellectually ambitious with respect to STEM learning goals for elementary children and socially ambitious with respect to serving all students across ethnic, racial, socioeconomic status, linguistic, and gender groups. Ambitious STEM instruction supports all students in developing conceptual understanding of big ideas in mathematics and science, solving complex problems, and engaging in authentic disciplinary practices such as those set out in the CCSSM (e.g., making sense of problems and persevering in solving them) and the NGSS (e.g., engaging in argument from evidence). This design-based research project will test, refine, and improve specific conjectures about the elementary PSTs' learning of content and instruction in the context of eight redesigned and implemented courses, which will impact approximately 200 elementary teachers and their subsequent K-12 students over the project's lifetime. Specifically, this project will address: (1) how a coherent vision of ambitious STEM instruction through a focus on representations and arguments affords productive STEM learning opportunities for elementary PSTs, and (2) how experiencing and learning to enact a coherent vision of ambitious STEM instruction through a focus on representations and arguments influence elementary PSTs' (a) content knowledge for teaching STEM, (b) skill with instructional practices for ambitious STEM teaching, and (c) principles and dispositions around equity and justice in STEM instruction. The results of this project will advance knowledge by contributing to: (1) the growing literature on how to foster PSTs' learning of STEM content knowledge, instructional practices for teaching STEM, and principles and dispositions around equity and justice in STEM instruction; (2) opening up a focus on disciplinary connections between STEM fields in a coherent and rigorous model of elementary PST preparation in ways that may strengthen PST learning opportunities around STEM content and teaching; and (3) a two-pronged roadmap for how to build disciplinary coherence in STEM PST programs.

该项目将解决STEM教师教育的根本挑战。虽然越来越多的证据表明，小学教师在塑造学生的学习，兴趣，动机和坚持STEM领域中发挥着核心作用，但教师面临着许多挑战，包括不发达的内容知识，对STEM教学准备不足和焦虑的感觉，以及教师准备计划期间有限的内容和方法课程。对教师教育的研究一再记录了教师教育方案缺乏连贯性和分散性的挑战，进一步加剧了这些问题。近年来，数学和科学教育的改革（国家数学共同核心标准（CCSSM）和下一代科学标准（NGSS））已经成为主流，并明确呼吁STEM学科之间的一致性。STEM课程跨越不同学科和部门（例如，教育、科学和数学）。以往围绕共同愿景组织教师教育的努力通常侧重于在整个课程、单一学科或大规模跨机构中建立一致性。这个改进本科STEM教育（IUSE）项目在学生学习轨道上，旨在为小学职前教师（PST）在一组八个重新设计的数学和科学内容课程以及数学，科学和技术方法课程中建立STEM学习机会的智力一致性。该项目将促进了解本科初级PST如何学习STEM内容知识，STEM教学实践，以及以连贯和相互关联的方法关注公平和正义。该项目将涉及犹他州大学教育学院和科学学院的教师工作组，他们将合作重新设计和实施小学教师的所有STEM内容和方法课程，目标是建立小学PST的一致性。该项目由IUSE计划和Robert Noyce教师奖学金计划提供资金，将产生结果，这将有助于开放对STEM领域之间学科联系的关注，为所有小学生在STEM学习中取得成功提供一致和严格的小学教师准备模式。该项目旨在故意利用STEM领域之间的联系，在跨学科和学院的内容和方法课程中建立连贯和严格的准备。重点放在两个关键学科的连接（陈述和论点），位于中央知识生成的机会，在课堂上，并与当前的数学和科学改革，将作为关键支柱。该项目将在小学教师教育中建立STEM学科的一致性，以支持雄心勃勃的教学的发展，这是关于小学儿童STEM学习目标的智力雄心勃勃，以及为所有学生提供服务的社会雄心勃勃的民族，种族，社会经济地位，语言和性别群体。雄心勃勃的STEM教学支持所有学生对数学和科学中的大思想进行概念性理解，解决复杂问题，并参与CCSSM中规定的真实学科实践（例如，理解问题并坚持不懈地解决问题）和NGSS（例如，从证据中论证）。这个以设计为基础的研究项目将测试，完善和改进有关小学PST的内容和教学的学习在八个重新设计和实施的课程，这将影响大约200名小学教师和他们随后的K-12学生在项目的生命周期的背景下的具体成果。具体而言，该项目将涉及：（1）如何通过关注表征和论证来实现雄心勃勃的STEM教学的连贯愿景，为小学PST提供富有成效的STEM学习机会，以及（2）如何通过关注表征和论证来体验和学习制定雄心勃勃的STEM教学的连贯愿景，从而影响小学PST的（a）教学STEM的内容知识，（B）雄心勃勃的STEM教学的教学实践技能，以及（c）围绕STEM教学中的公平和正义的原则和处置。该项目的成果将通过以下方面促进知识的发展：（1）关于如何促进技术和科学、工程、数学和数学内容知识的学习、教授技术、工程、数学和数学的教学实践以及在技术、工程、数学和数学教学中围绕公平和正义的原则和安排的文献越来越多;（二）在一个连贯和严格的基本PST准备模式中，以可能加强STEM领域之间学科联系的方式，围绕STEM内容和教学的PST学习机会;（3）如何在STEM PST课程中建立学科一致性的双管齐下的路线图。

项目成果

期刊论文数量（9）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Identifying Pre-Service Elementary Teachers Productive Knowledge Resources around Representations and Arguments in Math and Science

确定职前小学教师围绕数学和科学的表述和论证的富有成效的知识资源

DOI：
发表时间：
2019
期刊：
Annual meeting program - American Educational Research Association
影响因子：
0
作者：
Barth-Cohen, Lauren;Francom, Rachel;Greenberg, Kevin;MacArthur, Kelly;Gutiérrez, Jose.
通讯作者：
Gutiérrez, Jose.

AN EMERGING METHODOLOGY FOR THE STUDY OF PRESERVICE TEACHERS’ LEARNING ABOUT EQUITY IN STEM EDUCATION

预备教师研究的新兴方法——了解 STEM 教育的公平性