Comparing the Efficacy of Collaborative Professional Development Formats for Improving Student Outcomes of a Student-Teacher-Scientist Partnership Program

比较协作专业发展形式对提高学生-教师-科学家合作项目的学生成果的效果

基本信息

  • 批准号:
    2010556
  • 负责人:
  • 金额:
    $ 388.69万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Continuing Grant
  • 财政年份:
    2020
  • 资助国家:
    美国
  • 起止时间:
    2020-09-01 至 2025-08-31
  • 项目状态:
    未结题

项目摘要

Science classrooms in the U.S. today increasingly expect students to engage in the practices of science in a way that help them form a deeper understanding of disciplinary core ideas and the practices by which science is done. To do this, students should learn how scientists work and communicate. It also calls for changes in how teachers teach science, which in turn creates a need for high-quality professional development so they can be more effective in the classroom. Professional scientists can also benefit from training preparing them to support teachers, motivate students, and model for students how scientists think and work. Preparing teachers and scientists through collaborative professional development can help maximize the impact they can have on student outcomes. To have the broadest impact, such professional development should be cost-effective and available to teachers in rural or underserved areas. This project focuses on high school life science (biology) teachers and their students. It will make use of an online mentoring platform, a student-teacher-scientist partnership program established in 2005. That study found that implementing in combination with high-quality, in-person collaborative teacher/scientist professional development resulted in positive and statistically significant effects on student achievement and attitudes versus business-as-usual methods of teaching the same science content. This project has two main components: 1) a replication study to determine if findings of the previous successful study hold true; and 2) adding an online format for delivering collaborative professional development to teachers and scientists enabling one to compare the effectiveness of online professional development and in-person professional development delivery formats for improving student outcomes.The goal of this project is to study how the integration of an online curriculum, scientist mentoring of students, and professional development for both teachers and scientist mentors can improve student outcomes. In this project, teachers and scientist mentors will engage collaboratively in a professional development module which focuses on photosynthesis and cellular respiration and is an example of a student-teacher-scientist partnership. Teachers will use their training to teach the curriculum to their students with students receiving mentoring from the scientists through an online platform. Evaluation will examine whether this curriculum, professional development, and mentoring by scientists will improve student achievement on science content and attitudes toward scientists. The project will use mixed-methods approaches to explore potential factors underlying efficacy differences between in-person and online professional development. An important component of this project is comparing in-person professional development to an online delivery of professional development, which can be more cost-effective and accessible by teachers, especially those in rural and underserved areas. The Discovery Research K-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 proposedThis 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.
今天,美国的科学课堂越来越希望学生参与科学实践,以帮助他们更深入地理解学科核心思想和科学实践。要做到这一点,学生应该学习科学家如何工作和沟通。它还要求教师改变科学教学方式,这反过来又需要高质量的专业发展,以便他们在课堂上更有效。专业科学家也可以从培训中受益,帮助他们支持教师,激励学生,并为学生树立科学家如何思考和工作的榜样。通过协作专业发展培养教师和科学家可以帮助最大限度地发挥他们对学生成果的影响。为了产生最广泛的影响,这种专业发展应具有成本效益,并提供给农村或服务不足地区的教师。该项目的重点是高中生命科学(生物)教师和他们的学生。它将利用一个在线辅导平台,这是2005年建立的一个学生-教师-科学家伙伴关系方案。该研究发现,与高质量的,面对面的合作教师/科学家专业发展相结合,对学生的成绩和态度产生了积极的和统计上显着的影响,而不是教授相同科学内容的常规方法。该项目有两个主要组成部分:1)重复研究,以确定以前成功研究的结果是否正确; 2)增加一个在线格式,为教师和科学家提供合作专业发展,使人们能够比较在线专业发展和在线专业发展的有效性。个人专业发展交付格式,以提高学生的成果。本项目的目标是研究如何整合在线课程,科学家对学生的指导以及教师和科学家导师的专业发展可以提高学生的成绩。在这个项目中,教师和科学家导师将合作参与一个专业发展模块,重点是光合作用和细胞呼吸,是学生-教师-科学家伙伴关系的一个例子。教师将利用他们的培训向学生教授课程,学生通过在线平台接受科学家的指导。评估将检查这个课程,专业发展,并指导科学家将提高学生的科学内容和对科学家的态度的成就。该项目将使用混合方法的方法来探索潜在的因素之间的有效性差异的人和在线专业发展。该项目的一个重要组成部分是将面对面的专业发展与在线提供专业发展进行比较,后者可能更具成本效益,教师,特别是农村和服务不足地区的教师可以获得。探索研究K-12计划(DRK-12)旨在通过研究和开发创新资源,模型和工具,显着提高学前班学生和教师对科学,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教育的基础研究和先前的研究和开发工作之上,这些研究和开发工作为提议提供了理论和经验依据。该奖项反映了NSF的法定使命,并通过使用基金会的知识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

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Catrina Adams其他文献

Catrina Adams的其他文献

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{{ truncateString('Catrina Adams', 18)}}的其他基金

Conference: The Future of Botany: Educating for a Diverse and Inclusive 21st Century Workforce; July, 2019, Tucson, AZ
会议:植物学的未来:培养多元化和包容性的 21 世纪劳动力;
  • 批准号:
    1929435
  • 财政年份:
    2019
  • 资助金额:
    $ 388.69万
  • 项目类别:
    Standard Grant
PlantingScience: Digging Deeper Together - A Model for Collaborative Teacher/Scientist Professional Development
种植科学:共同深入挖掘 - 教师/科学家协作专业发展的模型
  • 批准号:
    1502892
  • 财政年份:
    2015
  • 资助金额:
    $ 388.69万
  • 项目类别:
    Continuing Grant

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  • 批准号:
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    2023
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    2022
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