Empowering Teachers to See and Support Student Use of Crosscutting Concepts in the Life Sciences

使教师能够看到并支持学生在生命科学中使用交叉概念

• 批准号: 2100822
• 负责人: Chad Gotch
• 金额: $ 51.54万
• 依托单位: Washington State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-08-01 至 2024-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2100822&HistoricalAwards=false
• 关键词: Empowering; Teachers; See; Support; Student

The project focuses on the development of formative assessment tools that highlight assets of students’ use of crosscutting concepts (CCCs) while engaged in science and engineering practices in grades 9-12 Life Sciences. In response to the calls set forth by the Framework for K-12 Science Education and Next Generation Science Standards (NGSS), the field has most successfully researched and developed assessment tools for disciplinary core ideas and the science and engineering practices. The CCCs, which serve as the connective links across science domains, however, remain more abstractly addressed. Presently, science educators have little guidance for what student use of CCCs looks like or how to assess and nurture such use. This project, with its explicit attention to the CCCs, advances true three-dimensional scientific understanding in both research and the classroom. Leveraging formative assessment as a vehicle for student and teacher development taps into proven successful instructional strategies (e.g., sharing visions of successful learning, descriptive feedback, self-assessment), while also advancing formative assessment, itself, by strengthening and illustrating how these strategies may focus on the CCCs. Further, a strengths-based approach will center culturally related differences in students’ use of CCCs to achieve more equitable opportunities to engage in classroom sensemaking practices. This work impacts the field of science education by 1) enabling a more thorough realization of NGSS ideals, 2) strengthening teachers’ abilities to identify diverse demonstrations of CCCs, and 3) showcasing the impact of novel classroom tools to sharpen teachers’ abilities to solicit, notice, and act upon evidence of emergent student scientific thinking within their instructional practices. This design-based implementation research project will engage teachers in the iterative development and refinement of rubrics that support three-dimensional science understanding through formative assessment. The high school biology classrooms that compose the study site are engaged in ambitious science teaching-inspired instruction. An inductive, bottom-up approach (Brookhart, 2013) will allow researchers, teachers, and students to co-construct rubrics. Analysis of classroom observations, artifact collection, interviews with teachers and students, and expert-panel ratings will produce a rubric for each CCC that integrates relevant science and engineering practices and is applicable across a range of disciplinary core ideas. These rubrics will illustrate progressions of increasingly advanced use of each of the CCCs, to guide the construction, pursuit, and assessment of learning goals. There will be two design cycles that allow for the collection of validity evidence and produce rubrics with the potential for broad application by educators. Complementary lines of qualitative and quantitative (i.e., psychometric) analysis will contribute to development and validation of the rubrics and their formative uses. Project inquiry will focus on 1) how the rubrics can represent CCCs for key disciplinary practices, 2) the extent to which teachers’ and students’ understandings of the rubrics align, and 3) how implementation of the rubrics impacts teachers’ and students’ understandings of the CCCs.The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.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.

该项目的重点是形成性评估工具的开发，突出学生在9-12年级生命科学中从事科学和工程实践时使用横切概念（CCC）的资产。为了响应K-12科学教育框架和下一代科学标准（NGSS）的要求，该领域最成功地研究和开发了学科核心思想和科学与工程实践的评估工具。然而，核心共同承诺作为跨科学领域的连接纽带，仍然是比较抽象的。目前，科学教育工作者对学生使用CCC的情况以及如何评估和培养这种使用几乎没有指导。这个项目，其明确关注的核心共同点，推进真正的三维科学的理解，在研究和课堂。利用形成性评估作为学生和教师发展的工具，利用了已被证明成功的教学策略（例如，分享成功学习的愿景、描述性反馈、自我评估），同时也通过加强和说明这些战略如何以核心共同承诺为重点，推进形成性评估本身。此外，基于优势的方法将集中在文化相关的差异，在学生使用的核心内容，以实现更公平的机会，从事课堂意义建构的做法。这项工作的影响科学教育领域的1）使更彻底的实现NGSS的理想，2）加强教师的能力，以确定不同的示范CCC，和3）展示新的课堂工具的影响，提高教师的能力，征求，通知，并采取行动的证据，新兴的学生科学思维在他们的教学实践。这个以设计为基础的实施研究项目将使教师参与到通过形成性评估支持三维科学理解的规则的迭代开发和改进中。组成研究地点的高中生物教室从事雄心勃勃的科学教学启发式教学。一个归纳的，自下而上的方法（布鲁克哈特，2013）将允许研究人员，教师和学生共同构建规则。对课堂观察、人工制品收集、教师和学生访谈以及专家小组评级的分析将为每个CCC生成一个标题，该标题整合了相关的科学和工程实践，并适用于一系列学科核心思想。这些标题将说明每个核心核心内容的日益先进的使用进展，以指导学习目标的构建，追求和评估。将有两个设计周期，允许收集有效性证据，并产生具有教育工作者广泛应用潜力的规则。定性和定量的互补线（即，心理测量学）分析将有助于发展和验证的标题及其形成用途。项目调查将集中在1）规则如何代表关键学科实践的核心内容，2）教师和学生对规则的理解在多大程度上一致，以及3）规则的实施如何影响教师和学生对核心内容的理解。发现研究preK-12计划（DRK-12）旨在显著提高科学，技术，工程和数学（STEM）的preK-12学生和教师，通过研究和开发创新的资源，模型和工具。DRK-12项目中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。该奖项反映了NSF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。