Teacher Professional Learning to Support Student Motivational Competencies During Science Instruction

教师专业学习在科学教学中支持学生的动机能力

• 批准号: 1907480
• 负责人: Christopher Harris
• 金额: $ 71.19万
• 依托单位: WestEd
• 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: 2018-08-30 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1907480&HistoricalAwards=false
• 关键词: Teacher; Professional; Learning; Support; Student

Science teachers identify fostering student motivation to learn as a pressing need, yet teacher professional learning programs rarely devote time to helping teachers understand and apply motivational principles in their instruction. This project will bring together a multi-disciplinary team of researchers and science teachers to identify a set of practices that science teachers can readily incorporate into their planning and instruction. The project will design, develop, and test a research-based professional learning approach to help middle school science teachers effectively support and sustain student motivational competencies during science instruction. The approach will include use of materials addressing student motivational processes and how to support them, evaluation tools to measure student motivational competencies, lesson planning tools, and instruments for teacher self-evaluation. The translation to practice will include recognition of student diversity and consider ways to facilitate context-specific integration of disciplinary and motivational knowledge in practice. The project will focus on middle school science classrooms because this period is an important motivational bridge between elementary and secondary science learning. This project will enhance understanding of teacher pedagogical content knowledge (PCK) in that it frames knowledge about supporting motivational competencies in science as PCK rather than general pedagogical knowledge. 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. This early stage design and development project will iteratively develop and study a model of teacher professional learning that will help middle school science teachers create, modify, and implement instruction that integrates support for students' motivational competencies with the science practices, crosscutting concepts, and disciplinary core ideas specified in science curriculum standards. A design-based research approach will be used to develop and test four resources teachers will use to explicitly include attention to student motivational competencies in their lesson planning efforts. The resources will include: 1) educational materials about students' motivational processes with concrete examples of how to support them; 2) easy-to-implement student evaluation tools for teachers to gauge students' motivational competencies; 3) planning tools to incorporate motivational practices into science lesson planning; and 4) instruments for teacher self-evaluation. A collaborative group of educational researchers will partner with science teachers from multiple school districts having diverse student populations to jointly develop the professional learning approach and resources. This project will contribute to systemic change by moving motivational processes from an implicit element of educating students, to an explicit and intentional set of strategies teachers can enact. Research questions will focus on how teachers respond to the newly developed professional learning model, and how students respond to instruction developed through implementing the model.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.

科学教师认为培养学生的学习动机是迫切需要，但教师专业学习计划很少花时间帮助教师在教学中理解和应用动机原则。该项目将汇集一个由研究人员和科学教师组成的多学科团队，以确定一组科学教师可以轻松纳入其规划和教学的实践。 该项目将设计、开发和测试基于研究的专业学习方法，以帮助中学科学教师在科学教学过程中有效支持和维持学生的激励能力。 该方法将包括使用解决学生激励过程以及如何支持学生激励过程的材料、衡量学生激励能力的评估工具、课程计划工具以及教师自我评估工具。转化为实践将包括承认学生的多样性，并考虑如何在实践中促进学科知识和激励知识在具体情况下的整合。该项目将重点关注中学科学课堂，因为这一时期是小学和中学科学学习之间的重要激励桥梁。该项目将加强对教师教学内容知识（PCK）的理解，因为它将支持科学动机能力的知识界定为 PCK，而不是一般教学知识。该项目由 Discovery Research 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，显着增强 preK-12 学生和教师对科学、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 教育基础研究以及先前的研究和开发工作的基础上，为拟议项目提供理论和实证依据。 这个早期设计和开发项目将迭代开发和研究教师专业学习模型，帮助中学科学教师创建、修改和实施教学，将对学生动机能力的支持与科学课程标准中规定的科学实践、交叉概念和学科核心思想相结合。 基于设计的研究方法将用于开发和测试四种资源，教师将使用它们在课程计划工作中明确关注学生的动机能力。 这些资源将包括：1）关于学生动机过程的教育材料，以及如何支持他们的具体例子； 2）易于实施的学生评估工具，供教师衡量学生的动机能力； 3）将激励实践纳入科学课程规划的规划工具； 4) 教师自我评价工具。教育研究人员合作小组将与来自多个学区、拥有不同学生群体的科学教师合作，共同开发专业学习方法和资源。该项目将通过将激励过程从教育学生的隐性要素转变为教师可以制定的一套明确且有意的策略，从而促进系统性变革。 研究问题将集中于教师如何应对新开发的专业学习模式，以及学生如何应对通过实施该模式开发的教学。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力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

Lessons from a co-design team on supporting student motivation in middle school science classrooms

联合设计团队关于支持中学科学课堂学生积极性的经验教训

• DOI: 10.1080/00405841.2021.1932155
• 发表时间: 2021
• 期刊: Theory Into Practice
• 影响因子: 3.2
• 作者: Marchand, Gwen C.;Schmidt, Jennifer A.;Linnenbrink-Garcia, Lisa;Harris, Christopher J.;McKinney, David;Liu, Pei Pei
• 通讯作者: Liu, Pei Pei