Pre-service Educators Reimagining Core Experiences in Physics Teaching

职前教育工作者重新构想物理教学的核心经验

• 批准号: 1760831
• 负责人: James Minogue
• 金额: $ 73.34万
• 依托单位: North Carolina State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-09-01 至 2023-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1760831&HistoricalAwards=false
• 关键词: Pre; service; Educators; Reimagining; Core

The need to prepare a skilled and motivated STEM workforce who can meet the demands of a dynamic and complex global economy is a widely recognized national challenge. This project, a cross-institutional collaboration among North Carolina State University, the University of North Carolina-Chapel Hill, and Davidson College, capitalizes on advances in technology to respond to that challenge. It aims to provide empirical evidence on the enhancement of foundational physics concepts of pre-service elementary school teacher candidates, key players in the development of the STEM professional workforce, using haptically-enabled science simulations (HESSs). Haptics is an umbrella term for the sense of touch (in this case virtual touch). The HESSs are virtual representations of real-world systems, displayed visually, and augmented with haptic force-feedback. Users can physically interact with multiple (often invisible) components of the modeled system (in this case) forces. The project team's underlying premise is that if soon-to-be teachers (re)learn core physics concepts more deeply, they will be empowered to provide richer learning opportunities for their students. This project will provide pre-service elementary school teachers access to ideas (in physics) and tools (technological and pedagogical) with the potential to influence how they approach the teaching of basic physics concepts in the elementary grades, as their students are just entering the STEM pipeline. This project targets two intertwined focal areas of the EHR Core Research (ECR) program: STEM workforce development and STEM learning and learning environments. Building upon prior work involving HESSs, this project will work with undergraduate pre-service elementary school teachers to examine implications for the use of HESSs during their preparation. The project team will investigate pre-service elementary school teachers' understandings of forces as interactions (a foundational concept in physics) and the influence of haptic force-feedback technology. The project adopts an embodied cognition perspective in the design, building, and testing of its intervention. It uses a mixed-methods approach to examine the interfaces between teaching and learning and the mediation of STEM learning through fundamental use-inspired research. The design, develop, and testing research cycle will include focus groups, usability testing, and small-scale pilot testing. The pilot testing will use a pretest-posttest control group design with random assignment into two groups, haptic vs. non-haptic simulations. This research has the potential to provide foundational knowledge for a new model of teaching about core physics concepts in the form of HESSs. Project goals are to (1) add foundational human-computer interaction knowledge to guide the design, development, and testing of HESSs, (2) isolate and document the haptic influences on the development of teachers' specialized content knowledge of forces as interactions, and (3) study the pedagogical impact of the HESSs on pre-service elementary school teachers. In addition to the benefits to the pre-service elementary teachers who participate, this project will train graduate research assistants and involve undergraduate students in cutting-edge STEM research, which also has the potential to contribute to STEM workforce development. Project findings will be used to develop a set of design guidelines for the haptic-augmentation of science simulations that can be used by other researchers. Moreover, cross-institutional and cross-disciplinary partnerships, such as this project, may enhance the infrastructure for STEM education and research. This project is funded by the EHR Core Research (ECR) program, which supports fundamental research in STEM education.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

需要培养一支技术娴熟、干劲十足、能够满足充满活力和复杂的全球经济需求的STEM劳动力队伍，这是一项被广泛认识的国家挑战。该项目是北卡罗来纳州立大学、北卡罗来纳大学教堂山分校和戴维森学院之间的跨机构合作，利用技术进步来应对这一挑战。它的目的是利用触觉使能科学模拟(HESS)为加强职前小学教师候选人的基本物理概念提供经验证据，这些候选人是STEM专业劳动力发展的关键参与者。触觉是触觉(在这种情况下是虚拟触觉)的总称。HESS是真实世界系统的虚拟表示，以视觉方式显示，并通过触觉反馈力进行增强。用户可以与建模系统(在这种情况下)的多个(通常是不可见的)组件进行物理交互。项目团队的基本前提是，如果未来的教师(重新)更深入地学习核心物理概念，他们将有能力为学生提供更丰富的学习机会。该项目将为职前小学教师提供获得思想(物理)和工具(技术和教学)的机会，这可能会影响他们如何在小学年级教授基本物理概念，因为他们的学生刚刚进入STEM渠道。该项目的目标是EHR核心研究(ECR)计划的两个相互交织的重点领域：STEM劳动力发展和STEM学习和学习环境。这项计画将以先前有关高等学监的工作为基础，与本科生职前小学教师合作，研究在预备阶段使用高等学监的影响。该项目团队将调查任职前的小学教师对力作为相互作用的理解(物理学中的一个基本概念)以及触觉力反馈技术的影响。该项目在其干预的设计、构建和测试中采用了体验认知的观点。它使用混合方法来检查教与学之间的接口，以及通过基础使用启发的研究来调解STEM学习。设计、开发和测试研究周期将包括焦点小组、可用性测试和小规模试点测试。先导测试将使用前测-后测控制组设计，随机分配到两组，触觉和非触觉模拟。本研究有可能为高中物理核心概念教学的新模式提供基础知识。项目目标是(1)增加基本的人机交互知识来指导HESS的设计、开发和测试，(2)分离和记录触觉对教师专业教学知识发展的影响，将力量作为交互作用，以及(3)研究HESS对职前小学教师的教学影响。除了给参加的职前小学教师带来好处外，该项目还将培训研究生研究助理，并让本科生参与尖端STEM研究，这也有可能促进STEM劳动力的发展。项目成果将被用来开发一套科学模拟触觉增强的设计指南，可供其他研究人员使用。此外，跨机构和跨学科的伙伴关系，如该项目，可能会加强STEM教育和研究的基础设施。该项目由EHR核心研究(ECR)计划资助，该计划支持STEM教育的基础研究。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Augmenting Physics Education with Haptic and Visual Feedback

通过触觉和视觉反馈增强物理教育

• DOI: 10.1109/vrw50115.2020.00093
• 发表时间: 2020
• 期刊: 2020 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW
• 作者: Qi, Kern;Borland, David;Williams, Niall L.;Jackson, Emily;Minogue, James;Peck, Tabitha C.
• 通讯作者: Peck, Tabitha C.