Design and Implementation of Immersive Representations of Practice

不同的研究人员已经证明，很大比例的职前教师(PST)在教授分数和乘除方面表现出不那么复杂的专业知识。使用练习的表现形式(即视频、动画)和附带的注释技术可以有效地提高这些专业知识，但在课堂情景中，PST继续显示出在注意或注意特定数学方面缺乏精确度。幸运的是，一项名为360度视频的新技术已经出现，作为一种培训新手从事专业实践的手段。这个项目将解决在数学教学中使用360度视频弥合理论和实践之间的差距所带来的潜在的积极和消极影响。具体地说，PST在将大学课堂上学到的显性知识与专业实践中的默会专业知识相结合方面存在困难。这项技术的最初试验导致了PST表现出对数学的特殊关注。该项目的目的将是调查如何利用身临其境的视频技术和注释(以技术嵌入的脚手架)促进技术专业人员的默契和显性专业知识。为了做到这一点，该项目将检查PST在观看360度视频时关注的位置和内容，既包括在课堂上的单点观看，也包括通过在同一课堂上整合多个摄像机视角。此外，该项目将研究应用于360度视频的注释技术的作用，以及注释技术变化的可能性。研究结果将有助于更好地理解教师教育者如何支持教师教师的隐性和显性知识用于教学。该项目将公开视频体验，并将项目中使用的平台用于创建这些视频体验，供教师教育工作者使用、创建和共享360度视频体验。这项计划将探讨如何以实践的形式促进职前教师在教授分数和乘除法方面的专业知识。该项目将：研究教师教师专业知识中单一视角与多视角的影响；研究教师教师如何在身临其境的视频体验中使用注释技术，以及它对教师教师教授分数和乘除的专业知识的影响；以及为教师教育工作者设计一个平台，以创建他们自己的360视频沉浸式体验。利用迭代设计研究过程，项目团队将在3-5年级的教室中开发和试点单视角和多视角的360度视频体验，包括开发一个计算机程序来连接多个360度视频。他们还将开发一种注释工具，使PST能够注释单视角和多视角的360视频体验。采用融合混合方法设计，项目组将使用关于用于教学的数学知识的事后数据和关于PST的调查数据的多重回归来分析量化数据，以比较单视角和多视角的360度视频数据。他们还将对眼睛跟踪生成的热图、PST注意提示的书面回复以及实施过程中的实地笔记进行定性分析，以检查单一视角与多视角的效果。该团队将使用类似的方法来检查PST如何使用注释技术及其影响。研究成果和平台将被广泛传播。探索研究预科-12项目(DRK-12)旨在通过研究和开发创新资源、模式和工具，显著提高预科-12学生和教师在科学、技术、工程和数学(STEM)方面的学习和教学。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，为拟议的项目提供了理论和经验上的证明。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。

Various researchers have documented that a large proportion of preservice teachers (PSTs) demonstrate less sophisticated professional knowledge for teaching both fractions and multiplication/division. Use of representations of practice (i.e., video, animation), and accompanying annotation technology, are effective in improving such professional knowledge, but PSTs continue to demonstrate a lack of precision in attending to or noticing particular mathematics in classroom scenarios. Fortunately, a new technology, 360-degree video, has emerged as a means of training novices for professional practice. This project will address the potential positive and negative impacts of using 360-degree video for bridging the gap between theory and practice in mathematics instruction. Specifically, PSTs demonstrate difficulty in synthesizing explicit knowledge learned in the college classroom with tacit professional knowledge situated in professional practice. The initial pilot of the technology resulted in PSTs demonstrating specific attention to the mathematics. The purpose of the project will be to investigate how PSTs' tacit and explicit professional knowledge are facilitated using immersive video technology and annotations (technologically embedded scaffolds). To do this, the project will examine where and what PSTs attend to when viewing 360-degree videos, both at a single point in the classroom and through incorporating multiple camera-perspectives in the same class. Additionally, the project will examine the role of annotation technology as applied to 360-degree video and the potential for variations in annotation technology. Findings will allow for an improved understanding of how teacher educators may support PSTs' tacit and explicit knowledge for teaching. The project will make video experiences publicly available and the platform used in the project to create these video experiences for teacher educators to use, create, and share 360-degree video experiences. The project will examine how representations of practice can facilitate preservice teachers' professional knowledge for teaching fractions and multiplication/division. The project will: examine the effect of single versus multiple perspective in PSTs' professional knowledge; examine how PSTs use annotation technology in immersive video experiences, and its effect on PSTs' professional knowledge for teaching fractions and multiplication/division; and design a platform for teacher educators to create their own 360 video immersive experiences. Using an iterative design study process, the project team will develop and pilot single and multi-perspective 360-degree video experiences in grade 3-5 classrooms including developing a computer program to join multiple 360-degree videos. They will also develop an annotation tool to allow PSTs to annotate the single and multi-perspective 360 video experiences. Using a convergent mixed methods design, the project team will analyze the quantitative data using multiple regressions of pre-post data on mathematical knowledge for teaching and survey data on PSTs reported immersion and presence in viewing the videos to compare single and multi-perspective 360-degree video data. They will also qualitatively analyze heat maps generated from eye tracking, written responses from PSTs' noticing prompts, and field notes from implementation to examine the effect of single versus multiple perspectives. The team will use similar methods to examine how PSTs use the annotation technology and its effect. The results of the research and the platform will be widely disseminated.The Discovery Research preK-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. 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 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.