Understanding the Role of Simulations in K-12 Science and Mathematics Teacher Education

最近出现的科学和数学的最新学习标准，再加上全国各地越来越多样化的学校学生，突出了科学和数学教师更新专业学习机会的重要性。已经出现的一种有希望的方法是使用模拟来让教师参与近似的实践，重点是帮助他们学习如何参与雄心勃勃的内容教学。特别是，最近的技术进步支持了新类型的数字模拟的出现，并带来了越来越多的关注模拟作为一种工具，以提高教师的学习。 该项目将为学者和从业者制定和实施一个工作会议，以阐明当前的用例和行动理论，关于在PreK-12科学和数学教师教育中使用模拟。会议将为与会者提供机会，分享他们目前的研究，理论模型，概念观点和用例，重点是数字和非数字模拟的设计和使用，以建立和评估K-12科学和数学教师的能力。该项目由发现研究preK-12计划（DRK-12）资助，旨在通过研究和开发创新资源，模型和工具，显着提高preK-12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。 虽然在教师教育中使用模拟既不是新的，也不限于数字模拟，但新兴的技术能力使数字模拟以前所未有的方式变得实用。然而，目前的文献基础是过时的，该领域缺乏明确的理论模型或明确的行动理论，教师可以或应该通过模拟学习，有效的学习轨迹的基本组成部分。本次工作会议将为与会者、教师教育工作者、研究人员、专业发展促进者、政策制定者、在职教师和学区领导人提供机会，分享他们目前的研究、理论模型、概念观点和关于模拟在K-12科学和数学教师教育中的作用的用例。会议将围绕四个主要目标组织，包括：（1）定义如何模拟（数字和非数字）概念化，操作化，并在K-12科学和数学教师教育中使用;（2）记录并确定不同背景、受众、以及模拟在K-12科学和数学教师教育中使用的目的，以及用于调查模拟在这些环境中的使用的各种调查方法和研究问题;（3）明确行动理论和概念观点，支持K-12科学和数学教师教育中使用的各种模拟模型;（4）确定当前研究和开发工作在这一领域的影响，并建立一个议程，研究在K-12科学和数学教师教育中使用模拟。该项目将产生一份白色文件，介绍工作会议制定的研究和开发议程，描述一系列描述当前和新兴实践的用例，并确定该领域未来研究和开发的有希望的方向。预计会议成果将促进对数字和非数字模拟可用于培养和评估K-12科学和数学教师能力的各种方式的理解，并启动研究和发展议程，以研究模拟在K-12中的作用。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的学术价值和更广泛的影响审查标准。

The recent emergence of updated learning standards in science and mathematics, coupled with increasingly diverse school students across the nation, has highlighted the importance of updating professional learning opportunities for science and mathematics teachers. One promising approach that has emerged is the use of simulations to engage teachers in approximations of practice where the focus is on helping them learn how to engage in ambitious content teaching. In particular, recent technological advances have supported the emergence of new kinds of digital simulations and have brought increased attention to simulations as a tool to enhance teacher learning. This project will develop and implement a working conference for scholars and practitioners to articulate current use cases and theories of action regarding the use of simulations in PreK-12 science and mathematics teacher education. The conference will be structured to provide opportunities for attendees to share their current research, theoretical models, conceptual views, and use cases focused on the design and use of digital and non-digital simulations for building and assessing K-12 science and mathematics teacher competencies. This project is funded by the Discovery Research preK-12 program (DRK-12) that 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. 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. While the use of simulations in teacher education is neither new nor limited to digital simulation, emerging technological capabilities have enabled digital simulations to become practical in ways not formerly available. The current literature base, however, is dated and the field lacks clear theoretic models or articulated theories of action regarding what teachers could or should learn via simulations, and the essential components of effective learning trajectories. This working conference will be structured to provide opportunities for attending, teacher educators, researchers, professional development facilitators, policy makers, preservice and inservice teachers, and school district leaders to share their current research, theoretical models, conceptual views, and use cases regarding the role of simulations in K-12 science and mathematics teacher education. The conference will be organized around four major goals, including: (1) Define how simulations (digital and non-digital) are conceptualized, operationalized, and utilized in K-12 science and mathematics teacher education; (2) Document and determine the challenges and affordances of the varied contexts, audiences, and purposes for which simulations are used in K-12 science and mathematics teacher education and the variety of investigation methods and research questions employed to investigate the use of simulations in these settings; (3) Make explicit the theories of action and conceptual views undergirding the various simulation models being used in K-12 science and mathematics teacher education; and (4) Determine implications of the current research and development work in this space and establish an agenda for studying the use of simulations in K-12 science and mathematics teacher education. The project will produce a white paper that presents the research and development agenda developed by the working conference, describes a series of use cases describing current and emergent practice, and identifies promising directions for future research and development in this area. Conference outcomes are expected to advance understanding of the varied ways in which digital and non-digital simulations can be used to foster and assess K-12 science and mathematics teacher competencies and initiate a research and development agenda for examining the role of simulations in K-12 science and mathematics teacher 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.