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

检查通过调整课堂评估任务支持科学教师实践三维学习目标的创新方法

• 批准号: 1748757
• 负责人: William Penuel
• 金额: $ 29.98万
• 依托单位: University of Colorado at Boulder
• 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 2020-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1748757&HistoricalAwards=false
• 关键词: Examining; Innovative; Approach; Supporting; Science

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.

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，这些研究和开发工作为拟议项目提供了理论和经验依据。这个合作项目将进行早期阶段的研究，在我们如何准备科学教师支持三维科学学习中概述的科学教育框架（国家研究理事会，2012年）的有前途的进展。为了实现科学教学的新目标，旨在在当前的标准改革，有必要从根本上新的模式的科学教师的专业发展。虽然先前的研究已经确定，80-100小时的专业发展是必要的教师改变他们的教学愿景和实践，以符合下一代科学标准，大多数州和地区谁是采用新的标准没有资源来支持教师准备到这个程度。 该项目旨在展示一种新方法的有效性，该方法设计支持工具和专业发展，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转变。该小组还将辨别当教师只使用支持工具与在完整的专业发展模式的背景下使用工具时，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通过的下一代科学标准所产生的重大科学教师专业发展需求，这种注重调整课堂评估的高杠杆教师准备方法的有效性证据非常重要。迭代比较研究，探讨科学教师谁只使用支持工具作为资源，以适应课堂任务与那些谁使用的工具作为两天的专业发展经验的一部分，结果之间的差异。结果包括教师的三维科学学习的教学愿景的变化，衡量教师的愿景调查和教师访谈，并提高教师的适应性评估任务的质量，确定了基于量规的分析和观察的专业发展会议。 数据分析将遵循一个映射策略，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式、中介过程和结果之间的假设联系。 本研究的发现将提供证据，为教学领导和科学教师准备的设计，并导致在这一领域的未来发展和研究。