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Building Physical Science Content Knowledge of Pre-Service Elementary Teachers

构建职前小学教师的物理科学内容知识

基本信息

批准号：
1833147
负责人：
Alice Steimle
金额：
$ 30万
依托单位：
University of Mississippi
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：
2018-10-01 至 2022-09-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1833147&HistoricalAwards=false
关键词：
Building Physical Science Content Knowledge

项目摘要

This project is an IUSE: EHR Exploration and Design Tier for Engaged Student Learning project that seeks to provide robust learning experiences in physical science for non-science majors, specifically pre-service elementary teacher majors. The specific aims are to: 1) increase pre-service elementary teachers' physical science content knowledge; 2) increase their science-related pedagogy knowledge; and 3) change the teaching practices and approaches used by instructors of physical science undergraduate courses for non-science majors. If this approach is successful, then teachers who received this education will be better positioned to engage their elementary students in rich learning activities. Furthermore, this curriculum has the potential to be used beyond pre-service elementary teachers, extending to all undergraduate non-science majors and contributing to a more scientifically literate populace.Using a Design-Based Research approach, this project will examine the successful model of the Making Sense of Science (MSS) professional learning courses for K-8 teachers to identify key elements that led to success. Using MSS and a situated learning framework, the project will design, develop, and deliver a non-major physical science content course. This course will be designed with appropriate pedagogical techniques and integrated with mathematics and literacy. The aim is that this course will deepen the science content knowledge and science pedagogy knowledge of pre-service elementary teachers, so they will be better prepared to enter their future classrooms. The project intends to employ a convergent-parallel mixed methods approach to compare a treatment group (students in the new course) to a control group (students in the traditional course). This design includes quantitative instruments that explore changes in the science and science pedagogy understandings of the pre-service teachers. The qualitative component of the study integrates data from interviews, artifacts, and participant observations, along with the use of focus groups. The results of this project have the potential to advance understanding of how to improve science teaching and learning in higher education, providing a knowledge base upon which others can build.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.

该项目是IUSE：面向参与式学生学习的EHR探索和设计层次项目，旨在为非理科专业的学生，特别是职前小学教师专业的学生提供强大的物理学习体验。具体目标是：1)增加职前小学教师的物理学科知识；2)增加与科学相关的教育学知识；3)改变非理科专业物理本科教师的教学实践和教学方法。如果这种方法是成功的，那么接受这种教育的教师将更好地让他们的小学生参与丰富的学习活动。此外，这门课程还有可能超越职前小学教师，扩展到所有本科非理科专业的学生，并有助于提高公众的科学素养。本项目将使用基于设计的研究方法，研究K-8教师的MSS专业学习课程的成功模式，以找出导致成功的关键要素。利用MSS和情境学习框架，该项目将设计、开发和提供一门非主修物理内容的课程。本课程的设计将采用适当的教学技巧，并与数学和扫盲相结合。目的是加深职前小学教师的科学内容知识和科学教育学知识，使他们为进入未来的课堂做好更好的准备。该项目打算采用融合-并行混合方法来比较治疗组(新课程的学生)和对照组(传统课程的学生)。此设计包括量化工具，以探索职前教师对科学和科学教育学理解的变化。研究的定性部分整合了来自访谈、人工制品和参与者观察的数据，以及焦点小组的使用。这个项目的结果有可能促进人们对如何改善高等教育中的科学教学的理解，提供一个其他人可以建立的知识基础。这个奖项反映了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。