Using Virtual Reality Mathematics and Science Simulations to Prepare Elementary Teachers to Create Successful Learning Experiences for Students in High-Need Urban Schools

利用虚拟现实数学和科学模拟帮助小学教师为高需求城市学校的学生创造成功的学习体验

• 批准号: 2013230
• 负责人: Kimberly Persiani
• 金额: $ 58.61万
• 依托单位: California State L A University Auxiliary Services Inc.
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2013230&HistoricalAwards=false
• 关键词: Using; Virtual; Reality; Mathematics; Science

This project aims to serve the national interest of improving teaching and learning of mathematics and science. Specifically, it will investigate the use of mixed reality classroom simulations in the preparation of K-8 teachers in urban schools. Mixed-reality virtual simulations combine real people and physical environments with virtual people and places. Pilots spend long hours using virtual simulators before flying a plane carrying real passengers. It is now possible to provide K-8 pre-service teachers with opportunities to virtually practice teaching strategies that can enhance learning before serving students in real classrooms. California State Los Angeles University Charter College of Education faculty will modify scenario scripts and develop new ones specifically focused on science and mathematics concepts in the context of high-poverty, urban schools with large ethnically diverse student populations. The project, in partnership with elementary and middle schools in the Los Angeles Unified School District in East Los Angeles and other smaller area districts, intends to investigate three research questions associated with the impact of mixed-reality virtual classroom simulations in K-8 teacher preparation. This project will modify and develop scripts using Mursion-TeachLivE software, based on work originally developed at the University of Central Florida. The project’s modified curriculum using mixed reality classroom simulation experiences integrated into several courses uses scenarios directed by faculty-developed scripts for teaching science and mathematics concepts to avatars that simulate elementary and middle school students. Through these simulations, pre-service teachers can present science and mathematics content, review content, practice behavior management skills, practice specific instructional techniques such as scaffolding, or perform many other daily tasks that a teacher would experience in an in-person classroom. The overarching intent of this project is to improve pre-service teachers’ ability to teach mathematics and science in urban schools. This goal will be achieved by studying the implementation by pre-service teachers of a virtual simulated classroom. The project’s research study intends to use participants from two cohorts of elementary pre-service teachers in a credentialing program. It aims to follow each cohort through three semesters in three courses and their student teaching, a fourth course. Data to be collected consists of: 1) course assignments, including science and mathematics lesson plans and a COVID classroom management plan, completed by pre-service teachers in experimental and control groups; 2) video recordings of the experimental group enrolled in courses using the virtual classroom simulations to practice lesson delivery and classroom management; 3) midterm and final assessments of pre-service teachers teaching by faculty supervisors; 4) focus groups of both the experimental and control group pre-service teachers; 5) virtual simulated classroom scripts prepared by the College faculty; and 6) a faculty focus group. Quantitative (statistical) and qualitative (content and discourse analyses) methods will be employed for data analysis. Project success has the potential to better prepare hundreds of future K-8 teachers to provide their elementary students with learning success in mathematics and science by meeting the challenges and opportunities they will find in ethnically diverse, high-poverty, urban classrooms. The dissemination of project findings, as well as sustaining and institutionalizing the project through continued collaboration with school partners has the potential for significant and measurable future broader impacts for the targeted K-8 students, for their families, and for their communities. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.

本项目旨在服务于改善数学和科学教与学的国家利益。具体而言，它将调查混合现实课堂模拟在城市学校K-8教师准备中的使用。混合现实虚拟模拟将真实的人和物理环境与虚拟的人和地点相结合。飞行员在驾驶载着真正乘客的飞机之前，要花很长时间使用虚拟模拟器。现在有可能为K-8职前教师提供虚拟实践教学策略的机会，这些教学策略可以在真正的课堂上为学生服务之前提高学习效果。加州州立洛杉矶大学特许教育学院的教师将修改剧本，并开发新的剧本，特别关注高贫困背景下的科学和数学概念，城市学校拥有大量不同种族的学生群体。该项目与东洛杉矶联合学区的小学和中学以及其他较小地区的学校合作，旨在调查与混合现实虚拟教室模拟对K-8教师准备的影响相关的三个研究问题。该项目将使用Mursion-TeachLivE软件修改和开发脚本，该软件基于中佛罗里达大学最初开发的工作。该项目修改的课程使用混合现实课堂模拟体验，整合到几门课程中，使用教师开发的脚本指导的场景，向模拟中小学生的虚拟人物教授科学和数学概念。通过这些模拟，职前教师可以展示科学和数学内容，复习内容，练习行为管理技能，练习特定的教学技巧，如搭建，或执行许多其他教师在亲自课堂上经历的日常任务。该项目的总体目的是提高职前教师在城市学校教授数学和科学的能力。这一目标将通过研究职前教师对虚拟模拟课堂的实施来实现。该项目的研究计划在一个资格认证项目中使用两组小学职前教师的参与者。它的目标是通过三个学期的三门课程和第四门课程的学生教学来跟踪每个队列。收集的数据包括：1)由实验组和对照组职前教师完成的课程作业，包括科学和数学教案以及COVID教室管理计划；2)利用虚拟课堂模拟对实验组上课进行视频录制，练习授课和课堂管理；3)由教师主管对职前教师的教学进行期中和期末评估；4)实验组和对照组职前教师的焦点小组；5)学院教师编写的虚拟模拟课堂脚本；6)教师焦点小组。数据分析将采用定量（统计）和定性（内容和话语分析）方法。项目的成功有可能更好地为数百名未来的K-8教师做好准备，通过迎接他们在种族多样化、高度贫困的城市教室中遇到的挑战和机遇，为他们的小学生提供数学和科学方面的成功学习。项目成果的传播，以及通过与学校合作伙伴的持续合作来维持和制度化项目，有可能对目标K-8学生、他们的家庭和他们的社区产生重大和可衡量的未来更广泛的影响。NSF IUSE: EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。通过参与学生学习轨道，该计划支持有前途的实践和工具的创建，探索和实施。该奖项反映了美国国家科学基金会的法定使命，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。