Study of Preservice Teachers' Science Content Knowledge and Pedagogical Content Knowledge

职前教师科学内容知识与教学内容知识研究

• 批准号: 2013263
• 负责人: Philip Sadler
• 金额: $ 183.18万
• 依托单位: Harvard University
• 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: 2020-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2013263&HistoricalAwards=false
• 关键词: Study; Preservice; Teachers; Science; Content

This project aims to serve the national interest by improving the preparedness of pre-service STEM teachers. For the nation to remain competitive in a global economy driven by technology, excellent STEM teachers are needed to prepare new generations of a large and highly competent STEM workforce. Toward this end, the project will conduct a nationwide study of the strengths and weaknesses of STEM and teaching knowledge of individuals who will soon enter the STEM teaching workforce. By examining these pre-service teacher experiences before and during their preparation, this research seeks to reveal the experiences that optimize teacher knowledge for effective science teaching. It will also assess the prevalence and efficacy of novel approaches developed for pre-service teacher preparation, which can provide policy makers with information to inform the design and expansion of pre-service teaching programs. It is anticipated that the work will also lead to more efficient use of scarce resources. Any pre-service teacher will be able to use the assessment instruments at no cost for self-assessment. Undergraduate instructors of both science and education courses will also be able to use these assessment to gauge the knowledge of incoming students, as well as the knowledge gains they experience over the duration of their course. Results of this research have the potential to identify the most promising features of undergraduate pre-service programs for future implementation. Making use of psychometrically valid and reliable assessments previously developed by the project team with NSF support, the study will characterize two essential types of teacher knowledge: 1) subject matter knowledge; and 2) pedagogical content knowledge concerning the common preconceptions and misconceptions held by learners, reflecting stages in student learning progressions. High levels of these two kinds of teacher knowledge have been shown to predict large student gains in science classrooms. Using data collected from a survey accompanying each assessment, pre-service teachers’ knowledge will be modeled in multiple linear regressions to determine the predictive contribution of knowledge acquired prior to college (from high school grades, coursework, and standardized science scores), the number and type of college courses taken, attributes of their teacher preparation program and student teaching experiences, as well as demographic variables. Administration of these assessments and surveys to 2,000 undergraduate pre-service teachers by faculty in 100 science methods classes will ensure a large and comprehensive national sample of new teachers, including elementary school generalists, elementary science specialists, and middle school and high school science teachers, because virtually all those intending to teach science take these classes. Pre-service teachers will be able to choose the assessment that most closely aligns with their intended content focus and grade level, along with any subjects that they may teach. The project has the potential to contribute to improving the training of pre-service science teachers. This project is supported by the NSF IUSE: EHR program, which supports research and development projects to improve the effectiveness of STEM education for all students. It is a Level 3 Engaged Student Learning project that addresses the IUSE: EHR Pre-service STEM Education and Research/Evaluation/Assessment areas.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.

该项目旨在通过改善职前STEM教师的准备来服务于国家利益。为了使国家在技术驱动的全球经济中保持竞争力，需要优秀的STEM教师为新一代的大型和高素质的STEM劳动力做好准备。 为此，该项目将在全国范围内对STEM的优势和劣势以及即将进入STEM教学队伍的个人的教学知识进行研究。通过研究这些职前教师的经验之前，在他们的准备，本研究旨在揭示经验，优化教师知识，有效的科学教学。它还将评估为职前教师准备而开发的新方法的普遍性和有效性，这些方法可以为政策制定者提供信息，为职前教学计划的设计和扩展提供信息。预计这项工作还将导致更有效地利用稀缺资源。任何职前教师都可以免费使用评估工具进行自我评估。科学和教育课程的本科教师也将能够使用这些评估来衡量即将入学的学生的知识，以及他们在课程期间所获得的知识。本研究的结果有可能确定未来实施的本科职前课程的最有前途的功能。利用心理测量学上有效和可靠的评估先前开发的项目团队与NSF的支持下，研究将表征两种基本类型的教师知识：1）主题知识;和2）教学内容知识有关的共同的先入之见和误解的学习者，反映学生的学习进展的阶段。这两种教师知识的高水平已经被证明可以预测学生在科学课堂上的大收获。使用从伴随每次评估的调查中收集的数据，将在多元线性回归中对职前教师的知识进行建模，以确定大学之前获得的知识的预测贡献（从高中成绩，课程作业和标准化科学分数），大学课程的数量和类型，他们的教师准备计划和学生教学经验的属性，以及人口统计变量。管理这些评估和调查，2,000名本科生职前教师的教师在100个科学方法类将确保一个大的和全面的全国样本的新教师，包括小学通才，小学科学专家，初中和高中科学教师，因为几乎所有那些打算教科学采取这些类。职前教师将能够选择最接近他们的预期内容的重点和年级水平，随着沿着任何科目，他们可能教的评估。该项目有可能有助于改善职前科学教师的培训。 该项目由NSF IUSE：EHR计划支持，该计划支持研究和开发项目，以提高所有学生的STEM教育的有效性。这是一个3级学生学习项目，解决了IUSE：EHR职前STEM教育和研究/评估/评估领域。该奖项反映了NSF的法定使命，并已被认为是值得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的支持。