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

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，为拟议的项目提供理论和经验依据。佛罗里达州立大学将调查协作设计在高中科学课堂中支持教师围绕富有成效的认识性话语的专业成长中的作用。该项目，通过协作设计专业发展学习，以促进科学中的生产性认识论，将研究一种经常用于生成课程材料的活动，协作设计，并探索其在促进生物教师专业成长方面的承诺，作为更大的专业发展经验的一部分，专注于认识实践。 它将建立认知话语作为一种沟通手段和高中生物课堂的学习成果。 该计划的目标是了解协作设计在塑造科学教师的学习和制定的指令，促进生产性的认识论在科学中的作用，并产生有关教师学习的知识，可以告知围绕生产性的认识论在科学专业发展计划的设计。这项研究的成果将提供深入了解教师学习围绕科学教学，设计原则，创造有效的方法来专业发展，并实地测试的专业发展经验。研究和教师专业成长项目将涉及总共70名教师和他们的学生。这个研究项目将包括两个周期的设计和发展的专业发展经验。它将包括混合的方法和纵向检查教师和学生的学习促进专业发展。第一阶段的研究将是定性的，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。在这一定性阶段之后，通过采用协方差多变量分析和分层线性模型分析技术的实地研究，将设计和开发阶段的有效性与替代专业发展经验进行比较，该经验与项目的专业发展类似，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.