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Moving beyond pedagogy: Developing elementary teachers' adaptive expertise in using the epistemic complexity of science

超越教学法：培养小学教师利用科学认知复杂性的适应性专业知识

基本信息

批准号：
1812576
负责人：
Brian Hand
金额：
$ 288.42万
依托单位：
University of Iowa
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2018
资助国家：
美国
起止时间：
2018-05-15 至 2024-04-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1812576&HistoricalAwards=false
关键词：
Moving beyond pedagogy Developing elementary

项目摘要

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. The Next Generation Science Standards (NGSS) emphasize the integration of scientific knowledge and the practices of science, a recognition that science classrooms are complex learning environments. Meeting this expectation requires teachers to move beyond traditional routines of practice to become adaptive experts who can adjust their teaching to maximize learning in varied classroom situations. A teacher who has adaptive expertise is defined as someone who can self-assess and strategically adjust decision-making before, during and after teaching episodes. To become adaptive experts, teachers must understand the foundational ways that scientific knowledge is advanced and develop knowledge of, and practices related to, using argument, language, and dialogical environments--individually and collectively--as tools for learning science. To effectively use these tools requires teachers to shift from viewing science teaching as the transfer or replication of knowledge through routines of practices to one in which students are participants in a more cognitively based approach to learning. How teachers develop adaptive expertise for NGSS-aligned learning environments is still little understood. This project will examine the complex nature of the relationship between these learning tools and teacher orientation that enables teachers to develop adaptive expertise over the course of a multi-year professional development program.The project will work with 150 Grade 3-5 teachers in Iowa and Alabama to implement a three-year professional development program to assist teachers develop adaptive expertise. Through implementation of an argument-based inquiry approach focused on development of adaptiveness, teachers will be supported as they shift their expertise from routine to adaptiveness. Project data will include teachers' implementation of the approach, their understanding of science argument, and their shifting epistemic orientation. The project will examine selected case studies of teachers to better understand the variations in development of adaptive expertise. The project outcome will be a model of adaptive expertise that can be used by in-service and pre-service educators to advance teacher practices towards adaptive expertise. The aim is to design ways to transfer adaptive expertise to students in STEM. The mixed-method project will integrate analyses with a focus on understanding complexity, using large-scale quantitative data.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.

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。下一代科学标准（NGSS）强调科学知识和科学实践的整合，认识到科学教室是复杂的学习环境。满足这一期望要求教师超越传统的实践惯例，成为适应性专家，可以调整他们的教学，以最大限度地提高学习在不同的课堂环境。具有适应性专业知识的教师被定义为能够在教学之前、期间和之后进行自我评估和战略性调整决策的人。要成为适应性专家，教师必须了解科学知识是先进的基本方式，并发展知识和实践，使用论点，语言和对话环境-单独和集体-作为学习科学的工具。为了有效地使用这些工具，教师需要从将科学教学视为通过常规实践转移或复制知识，转变为学生参与更基于认知的学习方法。教师如何发展NGSS对齐的学习环境的适应性专业知识仍然知之甚少。本项目将研究这些学习工具和教师定位之间的关系的复杂性，使教师在多年的专业发展计划的过程中发展适应性专业知识。本项目将与150名3-5年级的教师在爱荷华州和亚拉巴马实施一个为期三年的专业发展计划，以帮助教师发展适应性专业知识。通过实施以发展适应能力为重点的以辩论为基础的探究方法，教师将获得支持，因为他们将其专业知识从常规转向适应性。项目数据将包括教师对该方法的实施，他们对科学论证的理解，以及他们不断变化的认识取向。该项目将审查选定的教师案例研究，以更好地了解适应性专门知识发展的变化。该项目的成果将是一个适应性专门知识的模型，可供在职和职前教育工作者使用，以推动教师实践适应性专门知识。其目的是设计将适应性专业知识转移给STEM学生的方法。该混合方法项目将使用大规模定量数据整合分析，重点是理解复杂性。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值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

期刊论文数量（5）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Anchoring phenomena and summary writing working together to improve student learning

锚定现象和总结写作共同提高学生的学习

DOI：
10.1080/00368121.2023.2168242
发表时间：
2023
期刊：
Science Activities
影响因子：
0
作者：
Richards, Allison Hart;Ercan-Dursun, Jale;Suh, Jee Kyung;Hand, Brian;Fulmer, Gavin
通讯作者：
Fulmer, Gavin

Development of a questionnaire on teachers' knowledge of language as an epistemic tool