Learning Through Collaborative Design: Professional Development to Foster Productive Epistemic Discourse in Science

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。佛罗里达州立大学将研究协作设计在高中科学课堂中支持教师围绕生产性认知话语的专业成长中的作用。该项目名为“通过协作设计专业发展学习以促进科学中富有成效的认知话语”，将研究一项经常用于生成课程材料、协作设计的活动，并探索其在促进生物教师专业成长方面的前景，作为更大的专注于认知实践的专业发展经验的一部分。它将建立认识论话语既是一种交流手段，也是高中生物课堂的学习成果。该项目的目标是了解协作设计在塑造科学教师的学习和制定促进科学生产知识话语的教学中的作用，并产生有关教师学习的知识，这些知识可以为围绕科学生产知识话语的专业发展计划的设计提供信息。这项研究的结果将为教师提供对科学教学的更深刻理解，创造有效的专业发展方法所必需的设计原则，以及经过实地测试的专业发展经验。项目提供的研究和教师专业成长将涉及70名教师和他们的学生。本研究项目将包括设计和开发两个周期的专业发展经验。它将包括混合方法和对专业发展促进的教师和学生学习的纵向检查。第一阶段的研究本质上是定性的，并将产生一系列案例研究，突出影响教师学习的互动的不同方面。在这个定性阶段之后，通过使用协方差的多变量分析和层次线性模型分析技术的实地研究，设计和开发阶段的有效性将与另一种专业发展经验进行比较，这种经验与项目的专业发展相似，但不包括协作设计。

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.Florida State University will investigate the role of collaborative design in supporting teachers' professional growth around productive epistemic discourse in high school science classrooms. The project, Learning Through Collaborative Design Professional Development to Foster Productive Epistemic Discourse in Science, will examine an activity that is often used for the generation of curricular materials, collaborative design, and explore its promise in fostering biology teachers' professional growth as part of a larger professional development experience focused on epistemic practice. It will establish epistemic discourse as both a means of communication and a learning outcome in high school biology classrooms. The program goals are to understand the role of collaborative designs in shaping science teachers' learning about and enactment of instruction that fosters productive epistemic discourse in science, and to produce knowledge about teacher learning that can inform the design of professional development programs around productive epistemic discourse in science. The outcomes of this research will provide insight into teacher learning around a more robust understanding of science teaching, design principles essential in creating effective approaches to professional development, and a field tested professional development experience. Both the research and the teacher professional growth provided by project will involve a total of 70 teachers and their students.This research project will include two cycles of design and development of the professional development experience. It will include mixed methods and a longitudinal examination of teacher and student learning fostered by professional development. The research for the first phase will be qualitative in nature and will result in a series of case studies that highlight different facets of the interactions that influence teachers' learning. Following this qualitative phase, through a field study that employs multivariate analysis of covariance and hierarchical linear models analytical techniques, the effectiveness of the design and development stages will be compared to an alternative professional development experience that is similar to the project's professional development but does not include collaborative design.