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Managing Uncertainty for Productive Struggle: Exploring Teacher Development for Managing Students' Epistemic Uncertainty as a Pedagogical Resource in Project-Based Learning

管理生产性斗争的不确定性：探索教师发展以管理学生的认知不确定性作为基于项目的学习的教学资源

基本信息

批准号：
2100879
负责人：
Ying-Chih Chen
金额：
$ 44.23万
依托单位：
Arizona State 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：
2021-08-01 至 2024-07-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2100879&HistoricalAwards=false
关键词：
Managing Uncertainty Productive Struggle Exploring

项目摘要

The research team is exploring teachers' capacity to manage student epistemic uncertainty as a pedagogical resource that supports student’s productive struggle and the development of conceptual knowledge during project-based learning (PBL) instruction in middle school science classrooms. Although scientists consider uncertainty to be a primary driver of the progression of scientific knowledge and making sense of the world, the way science is typically taught in middle school obscures the productive role of uncertainty in science. Indeed, science is typically taught to emphasize its assuredness and authority instead. If teachers are going to shift their teaching practice to engage students with uncertainty in scientifically productive ways, the educational community needs this area to be researched. It is known that managing uncertainty in the classroom is a challenge for teachers and students. Many are not familiar with how scientists and engineers manage uncertainty to make sense of the real world, and few studies explore learning science as an enterprise of uncertainty management nor how student uncertainty is identified by teachers and students, advances discussion, contributes to knowledge development, gets resolved, and appropriately raises new uncertainties, and what strategies are available to teachers to manage students’ desirable uncertainty for productive struggle. This project is exploring how teachers' instructional practices change over time with repeated use of epistemic uncertainty as a pedagogical resource to support students’ engagement in PBL, and what effect those changes have on student perceptions, practice, management of epistemic uncertainty and learning outcomes. The project will result in the following outcomes: (1) an evidence-based model and learning materials for sustained PD that focuses on developing teacher capacity and practice while using targeted materials and approaches; (2) a productive teaching model for managing uncertainty that will promote a culture of scientific inquiry and engineering design as well as a set of strategies to foster student agency; and (3) evidence of increased student learning outcomes when teachers adapt students' epistemic uncertainty as a pedagogical resource to support students' productive struggle in STEM PBL.Using a longitudinal, design-based research, mixed-methods study structure, the research team is investigating middle school science teachers' capacity to recognize, utilize, and manage students' epistemic uncertainty as a pedagogical resource for productive struggle. The study follows the same cohort of 24 sixth-grade teachers in Phoenix, Arizona, for three years beginning in fall 2021. Program activities are impacting approximately 1080 students’ learning outcomes over the life of the project. The following research questions guide the study: (1) How does sustained engagement with professional development in uncertainty management affect teachers' capacity to recognize and utilize students' epistemic uncertainty as a pedagogical resource for engaging students in productive struggle to develop scientific knowledge? (2) How do teachers' instructional practice in managing epistemic uncertainty change over time when they utilize epistemic uncertainty as a pedagogical resource for engaging students in productive struggle? (3) How do teachers' approach to managing uncertainty influence students' perceptions, practice, and management of epistemic uncertainty? Quantitatively, existing measures are being employed an two new instruments are being developed. Qualitatively, interviews and surveys round out the exploration of these questions. The results of this study are informing widely-adopted learning standards, and dissemination will help science teachers to recognize and use students’ epistemic uncertainty as a pedagogical resource to support their learning in science and engineering classrooms. 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.

研究小组正在探索教师的能力，以管理学生的认知不确定性作为一种教学资源，支持学生的生产斗争和概念知识的发展，在基于项目的学习（PBL）教学在中学科学教室。虽然科学家认为不确定性是科学知识进步和理解世界的主要驱动力，但中学通常教授科学的方式掩盖了不确定性在科学中的生产作用。事实上，科学通常被教导强调其可靠性和权威性。如果教师要改变他们的教学实践，以科学的生产方式吸引不确定的学生，教育界需要对这一领域进行研究。众所周知，管理课堂上的不确定性对教师和学生来说都是一个挑战。许多人不熟悉科学家和工程师如何管理不确定性以理解真实的世界，很少有研究探讨学习科学作为不确定性管理的企业，也没有研究学生的不确定性如何被教师和学生识别，推进讨论，有助于知识发展，得到解决，并适当地提出新的不确定性，以及教师可以采取什么策略来管理学生在生产性斗争中所期望的不确定性。本研究旨在探讨教师的教学实践如何随着时间的推移而变化，并将认知不确定性作为支持学生参与PBL的教学资源，以及这些变化对学生的认知、实践、认知不确定性管理和学习成果的影响。该项目将产生以下成果：（1）用于持续PD的循证模型和学习材料，重点是发展教师能力和实践，同时使用有针对性的材料和方法;（2）管理不确定性的富有成效的教学模型，将促进科学探究和工程设计的文化以及一系列促进学生代理的策略;以及（3）当教师将学生的认识不确定性作为教学资源来支持学生在STEM PBL中的生产性斗争时，学生学习成果的增加。研究小组使用纵向，基于设计的研究，混合方法的研究结构，调查了中学科学教师认识，利用，管理学生的认识不确定性，作为生产性斗争的教学资源。这项研究跟踪了亚利桑那州凤凰城的24名六年级教师，从2021年秋季开始为期三年。项目活动在整个项目期间影响了大约1080名学生的学习成果。以下研究问题指导本研究：（1）持续参与不确定性管理的专业发展如何影响教师认识和利用学生的认识不确定性作为教学资源，让学生参与生产斗争，发展科学知识的能力？(2)当教师利用认知不确定性作为一种教学资源来吸引学生参与生产性斗争时，他们在管理认知不确定性方面的教学实践如何随着时间的推移而变化？(3)教师处理不确定性的方法如何影响学生对认知不确定性的感知、实践和处理？在数量上，正在采用现有的措施，并正在制定两项新的文书。资格审查、访谈和调查是对这些问题的探索。这项研究的结果是通知广泛采用的学习标准，传播将有助于科学教师认识和使用学生的认知不确定性作为教学资源，以支持他们在科学和工程课堂学习。探索研究preK-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具，显着提高preK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。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。