Conference: Identifying Challenges for Elementary Educators: Implementing the Oklahoma Academic Science Standards

会议：确定小学教育工作者面临的挑战：实施俄克拉荷马州学术科学标准

• 批准号: 1743831
• 负责人: Victoria Jackson
• 金额: $ 4.98万
• 依托单位: University of Central Oklahoma
• 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: 2017-09-01 至 2018-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1743831&HistoricalAwards=false
• 关键词: Conference; Identifying; Challenges; Elementary; Educators

This conference seeks to address a persistent challenge for pre-service teacher education programs, that is, how to align what occurs in the preparation of elementary teachers related to science with the expectations set forth in state standards for science. The project will provide support to stakeholders across the state of Oklahoma to come together in a workshop to generate ideas related to changing the elementary teacher preparation curriculum in science. Participants will include science and education faculty at the University of Central Oklahoma, Oklahoma City metropolitan area elementary school teachers and administrators, and various state and local non-profit agencies and organizations, such as the Oklahoma State Department of Education. At least four additional institutions of higher education (3 private and one public) with elementary teacher preparation programs, will participate as well. A synthesis document of discussions and consensus outcomes, will be produced and disseminated beyond workshop participants to the Oklahoma Academy of Science, the Oklahoma Science Teachers, and more, as well as published on the College of Mathematics and Science website. The process by which this statewide effort achieves it intents will be documented to inform other like-minded state efforts. This endeavor to provide support for influencing the undergraduate preparation of elementary teachers in science is supported by the Improving Undergraduate STEM Education program of the National Science Foundation.This project will convene a one-day workshop among university, school district, and non-profit entities to come to consensus on the essential science content and pedagogical approaches necessary for elementary teachers to implement the state science standards. Recorders will serve to document both the shared vision related to the preparation of pre-service teachers in science emanating from the workshop, as well as the process by which this outcome was obtained. This project will create or reinforce new partnerships among university content experts, elementary educators, and stakeholders (local and state non-profit curriculum developers such as public utilities, and zoos and museums) who provide resources to elementary teachers. The shared vision document will provide the basis for development or revision of instructional approaches and materials that can first be introduced in pre-service education programs and then used to teach the necessary content and pedagogical approaches consistent with state standards and best practices. These materials can then be used by the nascent elementary teachers in their classrooms as they support students in learning science in their early years. This workshop will identify the appropriate foundational content knowledge and pedagogically sound curriculum approaches that will provide future elementary educators with an experience of phenomenologically nature-based elementary education. This will allow for the better engagement of students in science education and will also generate a better understanding of the resources available for science educators in utilizing natural world examples, as well as identify cross-disciplinary strategies. Using the shared vision, university faculty can develop university courses specifically for elementary teachers. This has important intellectual merit as the potential exists to provide high-quality, scientifically literate elementary teachers for the schools across the state while also impacting university science and engineering faculty's understanding of the needs of area elementary schools. The overarching intent of this effort, the understanding of science through attainable, comprehensible "real world" examples by pre-service teachers and their students has the potential to broaden participation and allows students to be excited about learning science. The partnerships created among university scientists and elementary educators, as well as elementary classroom teachers, administrators and stakeholder non-profit entities, through this seminal workshop and the generation of a shared vision for the science preparation of pre-service elementary teachers, also has the potential to serve as the seed of future collaborations.

本次会议旨在解决职前教师教育项目的一个长期挑战，即如何使与科学相关的小学教师的准备工作符合国家科学标准规定的期望。该项目将为俄克拉荷马州的利益攸关方提供支持，让他们聚集在一个研讨会上，提出与改变小学教师科学准备课程有关的想法。参与者将包括俄克拉何马中央大学、俄克拉何马城大都市区小学的科学和教育教师和行政人员，以及各种州和地方非营利性机构和组织，如俄克拉何马州教育部。至少另外四所设有小学教师培训方案的高等教育机构(三所私立和一所公立)也将参加。将编写一份讨论和协商一致结果的综合文件，并向俄克拉荷马州科学院、俄克拉荷马州科学教师等讲习班参与者分发，并在数学与科学学院的网站上公布。这一全州范围内的努力实现其意图的过程将被记录下来，为其他志同道合的州的努力提供参考。这项为影响小学科学教师本科生培养提供支持的努力得到了国家科学基金改善本科STEM教育计划的支持。该项目将在大学、学区和非营利性实体之间举办为期一天的研讨会，就小学教师实施国家科学标准所需的基本科学内容和教学方法达成共识。记录器将用来记录讲习班产生的与培训职前科学教师有关的共同愿景，以及取得这一成果的过程。该项目将在大学内容专家、基础教育工作者和为小学教师提供资源的利益相关者(地方和州非营利性课程开发商，如公用事业、动物园和博物馆)之间建立或加强新的伙伴关系。共同愿景文件将为制定或修订教学方法和材料提供基础，这些方法和材料可以首先在职前教育方案中引入，然后用于教授符合国家标准和最佳做法的必要内容和教学方法。然后，这些材料可以被初出茅庐的小学教师在课堂上使用，因为他们支持学生在早期学习科学。该讲习班将确定适当的基础内容、知识和教学上合理的课程方法，为未来的基础教育工作者提供现象级的、基于自然的基础教育经验。这将使学生更好地参与科学教育，也将使科学教育工作者更好地了解可利用的资源，利用自然界的例子，并确定跨学科战略。使用共享的愿景，大学教职员工可以专门为小学教师开发大学课程。这具有重要的智力价值，因为有可能为全州的学校提供高质量、有科学素养的小学教师，同时也影响到大学理工科教师对地区小学需求的理解。这一努力的主要目的是通过职前教师及其学生可获得的、可理解的“真实世界”例子来理解科学，这具有扩大参与的潜力，并使学生对学习科学感到兴奋。大学科学家和基础教育工作者以及小学课堂教师、管理人员和利益攸关方非营利实体之间通过这一开创性的讲习班以及为职前小学教师的科学准备形成共同愿景而建立的伙伴关系，也有可能成为未来合作的种子。