Online Deliberate Practice to Develop Questioning and Discussion Techniques of Undergraduate STEM Students Who Plan to Become Teachers

在线刻意练习培养计划成为教师的本科 STEM 学生的提问和讨论技巧

• 批准号: 2020972
• 负责人: John Pecore
• 金额: $ 29.29万
• 依托单位: University of West Florida
• 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 2023-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2020972&HistoricalAwards=false
• 关键词: Online; Deliberate; Practice; Develop; Questioning

This project aims to serve the national interest in excellent STEM education by creating a practice-based online learning experience for future STEM teachers. Many STEM teachers enter the classroom with limited experience asking effective questions and facilitating productive STEM class discussions. This project will develop online experiences to help future STEM teachers develop valuable teaching, questioning, and discussion skills before beginning classroom field experiences. Teacher skills have been correlated with teacher turnover, job satisfaction, and student outcomes. Thus, improving teaching skills has the potential to increase persistence in teaching careers. To foster teaching skill development, the online learning experiences in a simulated classroom will provide repeated opportunities for STEM undergraduate students to practice teaching skills. This approach includes deliberate practice within simulations, timely peer and mentor feedback, and guided self-reflection. All feedback will be based on the Danielson (2013) rubric allowing transferability of findings to other settings and providing information that is independent of the experts providing the feedback. Anticipated project outcomes include the development of effective practice-based teacher education learning experiences, replication of online instructional activities, and preparation of future teachers to ask effective questions and encourage stimulating STEM discussions.This project engages undergraduate preservice STEM students through the online instructional platforms, Mursion™ and Canvas™. Canvas™ provides a comprehensive learning management system that will enable the undergraduate pre-service teachers to engage in deliberate practice. For example, they can record their actions, post the recording, receive feedback, and use the feedback to improve their actions. Mursion™ provides a simulated classroom environment using avatar students. Through these virtual platforms, the future teachers can engage in repeated practice to develop skills in creating and posing specific questions to elicit evidence of STEM student understanding. Using a mixed-methods research design, the project has potential to advance: (1) practice-based undergraduate preservice STEM teacher preparation; (2) the use of online platforms to create synchronous and asynchronous STEM teacher skill practice opportunities; and (3) an infrastructure to develop questioning and discussion techniques that could be replicated for other important teaching skills. Results of this project will be disseminated through professional avenues (i.e. national and local conferences and peer-reviewed journals), the NSF video showcase, and a project website. This project will benefit the STEM education community by providing online, replicable practice-based approaches that can be used for teacher preparation. This project’s practice-based teacher preparation approach, practice-based instructional activities, and online infrastructure will be replicable by other teacher preparation programs. 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.

该项目旨在通过为未来的 STEM 教师创造基于实践的在线学习体验，服务于优秀 STEM 教育的国家利益。许多 STEM 教师在进入课堂时提出有效问题和促进富有成效的 STEM 课堂讨论的经验有限。该项目将开发在线体验，帮助未来的 STEM 教师在开始课堂现场体验之前培养宝贵的教学、提问和讨论技能。 教师技能与教师流动率、工作满意度和学生成绩相关。因此，提高教学技能有可能增加教学职业的持久性。 为了促进教学技能的发展，模拟课堂的在线学习体验将为STEM本科生提供反复实践教学技能的机会。这种方法包括模拟中的刻意练习、及时的同伴和导师反馈以及引导的自我反思。所有反馈都将基于 Danielson (2013) 的标准，允许将调查结果转移到其他环境，并提供独立于提供反馈的专家的信息。预期的项目成果包括开发有效的基于实践的教师教育学习体验、复制在线教学活动，以及帮助未来教师提出有效的问题并鼓励激发 STEM 讨论。该项目通过在线教学平台 Mursion™ 和 Canvas™ 吸引本科职前 STEM 学生。 Canvas™提供了一个全面的学习管理系统，使本科职前教师能够进行刻意练习。 例如，他们可以记录他们的行为、发布记录、接收反馈并使用反馈来改进他们的行为。 Mursion™ 使用虚拟学生提供模拟课堂环境。 通过这些虚拟平台，未来的教师可以进行反复练习，培养创造和提出具体问题的技能，从而获得 STEM 学生理解的证据。该项目采用混合方法研究设计，有潜力推进：(1) 基于实践的本科生职前 STEM 教师准备； （2）利用在线平台创造同步和异步STEM教师技能实践机会； (3) 开发提问和讨论技巧的基础设施，这些技巧可以复制到其他重要的教学技能中。该项目的结果将通过专业途径（即国家和地方会议以及同行评审期刊）、NSF 视频展示和项目网站进行传播。该项目将通过提供可用于教师准备的在线、可复制的基于实践的方法，使 STEM 教育界受益。该项目基于实践的教师准备方法、基于实践的教学活动和在线基础设施将被其他教师准备项目复制。 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 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。

项目成果

Science Teacher Candidates’ Questioning and Discussion Skill Performance in a Virtual Simulation Using Experiential Deliberate Practice

科学教师候选人 - 使用体验式刻意练习在虚拟模拟中表现提问和讨论技能

• DOI: 10.1080/1046560x.2022.2111775
• 发表时间: 2023
• 期刊: Journal of Science Teacher Education
• 影响因子: 1.9
• 作者: Pecore, John L.;Nagle, Corey;Welty, Tadlee;Kim, Minkyoung;Demetrikopoulos, Melissa
• 通讯作者: Demetrikopoulos, Melissa

Holistic virtual simulation platform for pre-service teachers’ questioning and discussion skill developmen

用于职前教师提问和讨论技能培养的整体虚拟模拟平台

• 发表时间: 2022
• 期刊: Proceedings of Society for Information Technology & Teacher Education International Conference
• 作者: Kim, M.