The Critical Digital Pedagogy Project: Teacher Preparation for Inquiry-Based Online STEM Education

批判性数字教育学项目：教师为基于探究的在线 STEM 教育做好准备

• 批准号: 2044325
• 负责人: Kimberly White
• 金额: $ 29.89万
• 依托单位: Carroll University
• 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: 2021-07-01 至 2024-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2044325&HistoricalAwards=false
• 关键词: Critical; Digital; Pedagogy; Project; Teacher

This project aims to serve the national interest of improving STEM teaching and learning by identifying and integrating critical digital pedagogy methods to prepare pre-service teachers to teach inquiry-based STEM education effectively in online learning environments. With the onset of the COVID-19 pandemic, both K-12 and higher education underwent a dramatic shift to primarily online instruction. With the realization that multiple modes of instruction are possible, pre-service teacher programs must prepare students to teach in online environments. This IUSE Engaged Student Learning Level 1 project seeks to combine inquiry-based approaches to learning with critical digital pedagogy. It supports Carroll University faculty members in transforming their teaching to facilitate inquiry-based STEM education in online learning environments. In turn, this is expected to improve undergraduate STEM teaching and learning for pre-service teachers at Carroll University, as education faculty will integrate critical digital pedagogy methods into their K-12 STEM methods courses. Critical digital pedagogy impels the reimagining of how and where learning occurs, and how all students and teachers, regardless of culture, ability, or boundaries are empowered (Stommel, 2014). When combined with inquiry-based learning the approach offers the opportunity to address meaningful real-world problems in ways that require critical and creative thinking and emphasize community and collaboration. Such an integrated and sustained multidisciplinary perspective is intended to prepare Carroll pre-service teachers to teach inquiry-based K-12 STEM education in a variety of delivery methods, including in fully online learning environments. The long-term goal is to develop a critical digital pedagogy model that prepares pre-service teachers to facilitate the learning of STEM concepts and processes in online learning environments that are equitable and inclusive of all learners.The implementation of inquiry-based practices that value active learning, immersion in authentic settings, engagement in reasoning and problem solving, and the development of creativity are shown to facilitate effective student learning. However, the implementation of these pedagogical methods and the accompanying research are contextualized within in-person learning environments. Therefore, this project’s first objective is to identify best practices for incorporating critical digital pedagogy into inquiry-based, online STEM education for pre-service teachers, and begin integrating these new instructional techniques into methods courses. A second objective is to increase STEM and education faculty members’ efficacy around the incorporation of critical digital pedagogy into methods courses for pre-service teachers. The third objective is to use new instructional techniques to improve pre-service teachers’ sense of efficacy for effectively teaching inquiry-based STEM education in online learning environments. This project emphasizes examination of equity and access issues in tandem with instructional changes to ensure all students can access these learning opportunities in both K-12 and higher education settings. The project investigators are collaborating with the Wisconsin Evaluation Collaborative, within the Wisconsin Center for Education Research at the University of Wisconsin-Madison, to conduct both formative and summative assessments of the project. The results will be published in peer-reviewed publications, presented at national conferences, and distributed widely through an online professional development micro-credential. 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.

该项目旨在通过识别和整合关键的数字教学法方法，使职前教师能够在在线学习环境中有效地教授基于探究的STEM教育，从而为改善STEM教学和学习的国家利益服务。随着COVID-19大流行的爆发，K-12和高等教育都经历了以在线教学为主的巨大转变。认识到多种教学模式是可能的，职前教师计划必须为学生在在线环境中教学做好准备。IUSE的“参与式学生学习1级”项目旨在将基于探究的学习方法与批判性数字教学法相结合。它支持卡罗尔大学的教师改变他们的教学方式，以促进在线学习环境中基于探究的STEM教育。反过来，这有望改善卡罗尔大学职前教师的本科STEM教学和学习，因为教育学院将把关键的数字教学法方法整合到他们的K-12 STEM方法课程中。批判性的数字教学法促使人们重新思考学习的方式和地点，以及所有学生和教师如何获得权力，无论其文化、能力或界限如何（Stommel, 2014）。当与基于探究的学习相结合时，这种方法提供了以需要批判性和创造性思维的方式解决有意义的现实问题的机会，并强调社区和协作。这种综合和持续的多学科视角旨在使卡罗尔职前教师能够以各种交付方法（包括完全在线学习环境）教授基于探究式的K-12 STEM教育。长期目标是开发一种关键的数字教学法模式，使职前教师能够在公平和包容所有学习者的在线学习环境中促进STEM概念和过程的学习。实施以探究为基础的实践，重视主动学习，沉浸在真实的环境中，参与推理和解决问题，以及创造力的发展，以促进有效的学生学习。然而，这些教学方法的实施和伴随的研究都是在亲身学习环境中进行的。因此，本项目的首要目标是确定将关键数字教学法纳入职前教师探究性在线STEM教育的最佳实践，并开始将这些新的教学技术整合到方法课程中。第二个目标是提高STEM和教育教师在将关键数字教学法纳入职前教师方法课程方面的效率。第三个目标是使用新的教学技术来提高职前教师在在线学习环境中有效教授基于探究的STEM教育的效能感。该项目强调在教学改革的同时检查公平和机会问题，以确保所有学生都能在K-12和高等教育环境中获得这些学习机会。项目调查人员正在与威斯康星大学麦迪逊分校威斯康星教育研究中心内的威斯康星评估协作组织合作，对该项目进行形成性和总结性评估。研究结果将发表在同行评议的出版物上，在国家会议上提出，并通过在线专业发展微证书广泛分发。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。Robert Noyce教师奖学金（Noyce）计划为IUSE: EHR项目提供联合资金，以支持该项目的职前教师准备目标，该目标与Noyce计划目标非常一致。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。

项目成果

Essential Elements: Facilitating Inquiry in Online Environments

基本要素：促进在线环境中的查询

• 发表时间: 2023
• 期刊: Proceedings of Society for Information Technology & Teacher Education International Conference
• 作者: White, K.;Kretchmar, K.;Hofkamp, K.;Donovan, R.
• 通讯作者: Donovan, R.