Examining an Innovative Approach to Supporting Science Teachers Practice towards Three-Dimensional Learning Goals through Adapting Classroom Assessment Tasks

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。该合作项目将开展早期研究，研究如何培养科学教师支持《科学教育框架》（国家研究委员会，2012年）中概述的三维科学学习。为了实现当前标准改革所提出的科学教与学的新目标，科学教师的专业发展需要全新的模式。虽然先前的研究已经确定，教师需要80-100小时的专业发展来改变他们的教学理念和实践，以符合下一代科学标准，但大多数采用新标准的州和地区没有足够的资源来支持教师的准备工作。该项目旨在展示设计支持工具和专业发展的新方法的有效性，重点是适应课堂评估，在不到20小时的专业发展中实现教师教学愿景和实践的这些转变。该团队还将辨别教师仅使用支持工具与在完整专业发展模型背景下使用工具时对教师教学愿景变化的贡献。为了开发可扩展的解决方案，以满足最近28个州和许多其他地区采用的《下一代科学标准》所产生的重大科学教师专业发展需求，这种注重适应课堂评估的高杠杆方法的有效性的证据非常重要。该项目将进行两次迭代比较研究，探讨仅使用辅助工具作为资源来适应课堂任务的科学教师与将这些工具作为为期两天的专业发展经验的一部分的科学教师之间的结果差异。研究结果包括通过教师愿景调查和教师访谈测量的与三维科学学习相关的教师教学愿景的变化，以及通过基于规则的分析和对专业发展课程的观察确定的教师适应评估任务质量的改善。数据分析将遵循一种猜想映射策略来比较组内和组间随时间的变化，以评估工具的设计特征与专业发展模型、中介过程和结果之间的假设联系。本研究的结果将为科学教师培养的教学领导者和设计提供依据，并引导未来该领域的发展和研究。

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. This collaborative project will conduct early stage research on promising advances in how we prepare science teachers to support three-dimensional science learning as outlined in the Framework for Science Education (National Research Council, 2012). In order to achieve the new goals for science teaching and learning aimed for in current standards reforms, there is a need for radically new models of professional development of science teachers. While prior research has identified that 80-100 hours of professional development is necessary for teachers to change their instructional vision and practice to align with the Next Generation Science Standards, most states and districts who are adopting the new standards do not have the resources to support teacher preparation to this extent. This project aims to demonstrate the effectiveness of a new approach to designing support tools and professional development focused on adapting classroom assessments that achieves these shifts in teachers' instructional vision and practice in less than 20 hours of professional development. The team will also discern the contributions to changes in teachers' instructional vision when teachers only use the support tools versus using the tools in the context of the full professional development model. Evidence of effectiveness of this high leverage approach to teacher preparation focused on adapting classroom assessments is important in order to develop scalable solutions to the significant science teacher professional development need created by the recent adoption of the Next Generation Science Standards by 28 states and numerous other districts.The project will conduct a two-iteration comparative research study that explores differences in outcomes between science teachers who use only the support tools as resources to adapt classroom tasks versus those who use the tools as part of a two-day professional development experience. The outcomes include changes in teachers' instructional vision related to three-dimensional science learning as measured by a teacher vision survey and teacher interviews, and improvements in the quality of teachers' adapted assessment tasks as determined by a rubric-based analysis and observations of the professional development sessions. Data analysis will follow a conjecture-mapping strategy to compare changes over time within and across groups in order to evaluate hypothesized links between design features of the tools and professional development models, mediating processes, and outcomes. Findings of this study will provide evidence to inform instructional leaders and designs for science teacher preparation, and lead to future development and research in this area.