Digging Deeper with Data: Promoting Data Literacy for Future K-12 STEM Teachers

该项目旨在满足教师教育中教学和学习数据素养的国家需求。数据素养对于基础STEM学习、公民参与和民主决策非常重要。此外，共同核心数学标准和下一代科学标准优先考虑教学数据丰富的调查。拟议项目将重新设计教师培训课程，以帮助未来的教师学习如何培养学生的学科思维和利用数据进行交流的能力。该项目将侧重于建立一个教师毕业生社区，致力于在城市和农村学区的高需求学校教授与社会相关的STEM数据素养。该项目在加州大学伯克利分校进行，包括与以下机构建立伙伴关系：加州大学默塞德分校;奥克兰联合学区;伯克利联合学区;西康特拉科斯塔联合学区;默塞德市学区;劳伦斯科学馆;探索馆;加州科学院;夏博特空间科学中心;儿童探索站默塞德;以及使命科学讲习班。项目目标是在五年内向65名职前教师（高年级本科生和STEM学士后）提供奖学金，并为90名低年级STEM本科生提供非正规教育机构的带薪暑期实习和课堂密集型校外实习。该项目还将指导10名在职教师的教师领导力发展，并进行一项纵向研究，重点是教师的多样性和保留。公开数据的兴起，许多新形式的数据，以及收集和分析数据的目的，为STEM教师创造了一个全新的环境。虽然数据的激增提供了新的机会，但也对发展文化相关的科学合理的分类提出了新的挑战。该项目将为专注于数据科学的职前教师设计新颖的课程和专业发展，以支持他们发展创新学生使用数据的能力，以解决一系列STEM内容和复杂问题。这个轨道1：奖学金和津贴项目是通过罗伯特诺伊斯教师奖学金计划（诺伊斯）的支持。诺伊斯计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师和经验丰富的模范K-12 STEM教师，成为高需求学区的STEM硕士教师。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。

This project aims to serve the national need for teaching and learning data literacy in teacher education. Data literacy is important for foundational STEM learning, civic engagement, and democratic decision-making. Moreover, Common Core Math Standards and the Next Generation Science Standards prioritize teaching data-rich inquiry. The proposed project will redesign teacher training courses to help future teachers learn how to develop students’ disciplinary thinking and ability to communicate with data. The project will focus on building a community of teacher graduates who are committed to teaching socially relevant STEM data literacy in high-need schools in urban and rural school districts. This project at the University of California, Berkeley, includes partnerships with: the University of California, Merced; Oakland Unified School District; Berkeley Unified School District; West Contra Costa Unified School District; Merced City School District; Lawrence Hall of Science; Exploratorium; California Academy of Science; Chabot Space & Science Center; Kids Discovery Station Merced; and Mission Science Workshop. Project goals are to provide scholarships to 65 pre-service teachers (upper-division undergraduates and STEM post-baccalaureates) over five years, and offer paid summer internships at informal-education institutions and classroom-intensive externships for 90 lower-division STEM undergraduates. The project will also guide teacher leadership development of ten in-service teachers, and perform a longitudinal study with a focus on teacher diversity and retention. The rise of publicly available data, the many new forms of data, and purposes for which data are collected and analyzed, create a markedly new context for STEM teachers. Although this proliferation of data offers new opportunities, it also poses new challenges in developing culturally relevant, scientifically sound pedagogies. This project will design novel curricula and professional development for pre-service teachers that focus on data science, to support them in developing the capacity to innovate their students’ use of data to address a range of STEM content and complex questions. This Track 1: Scholarships and Stipends project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 STEM teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in high-need school districts.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.