Collaborative Research: Supporting Undergraduate Secondary Pre-service Science Teachers through the Development of a Next Generation Science Standards Aligned Unit Planning Tool

该项目旨在为职前科学教师和K-12学生提供服务，通过积极影响科学教师教育工作者的能力，支持本科职前科学教师通过构建和测试创新的单元规划工具来实施下一代科学标准（NGSS）。该工具将为单元设计过程提供一个基于研究的结构，同时也为职前教师提供“及时”资源，因为他们学会将雄心勃勃的科学教学与课程设计相结合。这些努力是及时的，因为国家，州和地区领导人正在迅速确定新标准对教育工作者和学习者的强烈要求。这个1级的学生学习IUSE项目采用基于设计的研究。 通过在州和国家一级编写和传播该项目正在进行的工作和成果，该项目旨在促进正在进行的全国性努力，以产生一个基于研究的战略的具体模式，以支持职前科学教师通过以下模式使所有学生参与科学实践：基于探究，与NGSS保持一致，并支持学生在课堂上参与丰富的科学表现。研究人员打算设计，实施和研究一个嵌入式教学方法的规划工具，使本科中等教育学生能够让他们未来的K-12学生参与NGSS设计的单元，以了解科学的认知实践用于课堂实施。一套科学的做法，为建设新的知识和科学教育研究是中央的两门课程的方法序列，将受益于这个项目在两个不同的机构背景。 将这些实践融入K-12科学课堂，为学生提供更真实的科学企业观，是使用该项目开发工具的预期结果。NGSS中概述的实践有很多;然而，该项目旨在提供一个可以作为保护伞的模式，其余的科学实践可以嵌入其中。因此，建模，以基于模型的探究的形式融入课堂，是支持教师在课堂上理解和制定科学实践的规划工具的核心。作为规划工具的一部分，将建造多个示范单元，以帮助职前中学科学教师应对在课堂上实施NGSS的挑战。大约60名本科职前科学教师和四名经验丰富的在职教师将在三年内参与。研究者采用混合方法设计，旨在考察规划工具如何影响职前教师的教学单元设计和课堂制定，以及这些单元对中学生的理工科实践设施和对目标学科核心思想的理解的影响。在这个项目中开发的单元，研究和NGSS对齐的规划工具与嵌入式教学方法的传播，预计将提供其他科学教师教育工作者的框架，以提高本科职前科学教学和学习全国。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。通过学生的学习轨道，该计划支持创建，探索和实施有前途的做法和工具。 罗伯特·诺伊斯教师奖学金（Noyce）计划为IUSE：EHR项目提供共同资助，以支持该项目的职前教师准备目标，该目标与诺伊斯计划目标保持一致。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 pre-service science teachers and K-12 students nationally by positively impacting the ability of science teacher educators to support undergraduate pre-service science teachers in implementing the Next Generation Science Standards (NGSS) through the construction and testing of an innovative unit planning tool. The tool will provide a research-based structure to the unit design process while also providing “just-in-time” resources for pre-service teachers as they learn to merge ambitious science instruction with curriculum design. These efforts are timely as national, state, and district leaders are rapidly identifying the robust demands placed on educators and learners by the new standards. This Level 1 Engaged Student Learning IUSE project employs design-based research. By preparing and disseminating the ongoing work and results of the project at state and national levels, this project intends to contribute to the ongoing nationwide effort to generate a concrete model of research-based strategies to support pre-service science teachers to engage all students in the practices of science through model-based inquiry that are well aligned with the NGSS and supportive of students’ engagement in rich representations of science in classrooms. The researchers intend to design, implement, and study a planning tool with embedded instructional heuristics to enable undergraduate secondary education students to engage their future K-12 students in NGSS-designed units for the purpose of learning about the epistemic practices of science for classroom implementation. The set of scientific practices for the construction of new knowledge and research in science education are central to the two-course methods sequence that will benefit from this project in two different institutional contexts. The integration of these practices into the K-12 science classroom in order to provide students a more authentic view of the scientific enterprise is an anticipated outcome of the use of this project developed tool. The practices, as outlined in the NGSS, are many; however, this project intends to provide a model that can serve as an umbrella under which the remaining scientific practices can be embedded. Thus, modeling, integrated into the classroom in the form of model-based inquiry, is central to the planning tool to support teachers’ understanding and enactment of the scientific practices in their classrooms. Multiple example units designed to prepare pre-service secondary science teachers for the challenges of implementing the NGSS in their classrooms will be constructed as part of the planning tool. Approximately 60 undergraduate pre-service science teachers and four experienced in-service teachers will be involved over three years. Using a mixed-methods design, the researchers aim to examine how the planning tool impacts the pre-service teachers’ design and classroom enactment of instructional units as well as the impact of those units on secondary students’ facility with the science and engineering practices and understandings of targeted disciplinary core ideas. Dissemination of the units, research, and the NGSS-aligned planning tool with embedded instructional heuristics developed during this project are expected to provide other science teacher educators a framework to improve undergraduate pre-service science teaching and learning nationally. 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. The Robert Noyce Teacher Scholarship (Noyce) Program is providing co-funding for this IUSE: EHR project to support the project's pre-service teacher preparation goals, which are well-aligned with Noyce Program goals.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.