Improving Science Content Knowledge of Undergraduate Elementary Education Majors through Phenomenon-based Science Courses
通过基于现象的科学课程提高基础教育本科生的科学内容知识
基本信息
- 批准号:2043748
- 负责人:
- 金额:$ 29.6万
- 依托单位:
- 依托单位国家:美国
- 项目类别:Standard Grant
- 财政年份:2021
- 资助国家:美国
- 起止时间:2021-10-01 至 2024-09-30
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
This project aims to serve the national interest by developing and testing the effectiveness of phenomenon-based science content courses for prospective undergraduate elementary teachers. As part of this Level I - Engaged Student Learning project, two phenomenon-based science courses, specifically focused on the science content areas, life and earth/space and physical science and engineering, that prospective elementary teachers need to understand to teach science in their future classrooms, will be developed using the Ambitious Science Teaching framework. This framework centers around an evidence-based pedagogy that is currently used in K-12 settings. This project intends to test the effectiveness of the developed courses in terms of improving prospective elementary teachers’ science content knowledge. Additionally, it will determine the applicability of the Ambitious Science Teaching framework to the undergraduate context especially in science courses for undergraduate students who are not STEM majors and for elementary education majors in particular. Many elementary education majors graduate from their teacher preparation programs with incomplete science content knowledge and limited experience learning science in ways that model the types of pedagogical approaches shown to be effective for elementary students. This project intends to contribute to the STEM education field’s understanding of how prospective elementary teachers develop deep science content knowledge. This work aims to extend research that has examined the relationship between science content courses for prospective elementary teachers and their confidence, attitudes, and self-efficacy beliefs. This project embraces the critical need for elementary teachers to not only develop useful understandings of science content, but to also to utilize effective science teaching instructional approaches. This project will extend a model of science instruction, Ambitious Science Teaching, shown to be effective in K-12 settings into undergraduate science teacher preparation. Project goals are to: 1) Develop two phenomenon-based science courses (one focused on Life and Earth/Space Science and the second focused on Physical Sciences and Engineering) targeting undergraduate elementary education majors; 2) Examine the impact of the phenomenon-based science courses on prospective elementary teachers’ science content knowledge; and 3) Determine the applicability of the Ambitious Science Teaching instructional model to the undergraduate context. Using a mixed methods with a quasi-experimental approach, the research team will investigate the impact of the courses on prospective elementary teachers’ science content knowledge and how the Ambitious Science Teaching framework supports prospective elementary teachers in developing understandings of science content. As a community, elementary science teacher educators recognize the enduring challenge of science content knowledge preparedness for their teacher candidates. This project has the potential to significantly impact science instruction for undergraduate elementary education majors and thus their future elementary school students. 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 preservice 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.
该项目旨在通过为未来的本科小学教师开发和测试基于现象的科学内容课程的有效性来服务于国家利益。 作为这个一级-初中学生学习项目的一部分,两个基于现象的科学课程,特别是集中在科学内容领域,生命和地球/空间和物理科学与工程,未来的小学教师需要了解在他们未来的课堂上教科学,将使用雄心勃勃的科学教学框架开发。该框架围绕着目前在K-12环境中使用的循证教学法。本研究旨在探讨所开发的课程对提升未来国小教师科学知识的成效。 此外,它将确定雄心勃勃的科学教学框架的适用性,以本科背景下,特别是在科学课程的本科学生谁不是干专业,特别是小学教育专业。许多小学教育专业毕业于他们的教师准备计划与不完整的科学内容的知识和有限的经验,学习科学的方式,模型的教学方法被证明是有效的小学生的类型。该项目旨在促进STEM教育领域对未来小学教师如何发展深层科学内容知识的理解。 这项工作的目的是扩大研究,研究了未来的小学教师和他们的信心,态度和自我效能感的信念之间的关系。 这个项目包含了小学教师的迫切需要,不仅要发展科学内容的有用的理解,但也要利用有效的科学教学的教学方法。 该项目将扩展科学教学模式,雄心勃勃的科学教学,被证明是有效的K-12设置为本科科学教师的准备。 项目目标是:1)开发两门基于现象的科学课程(一门专注于生命和地球/空间科学,另一门专注于物理科学和工程),目标是本科基础教育专业; 2)检查基于现象的科学课程对未来小学教师科学内容知识的影响; 3)确定雄心勃勃的科学教学模式对本科背景的适用性。 使用混合方法与准实验方法,研究小组将调查课程对未来小学教师的科学内容知识的影响,以及雄心勃勃的科学教学框架如何支持未来小学教师发展对科学内容的理解。 作为一个社区,小学科学教师教育工作者认识到他们的教师候选人的科学内容知识准备的持久挑战。该项目有可能对本科基础教育专业的科学教学产生重大影响,从而影响他们未来的小学生。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,以支持该项目的副教师准备目标,这与诺伊斯计划目标非常一致。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。
项目成果
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