Modeling for Understanding Physical Phenomena and Engaging Pre-Service Teachers in Science

该项目旨在为国家利益服务，帮助小学教师将基于模型的探究纳入课程，以提高学生的科学学习。在小学，科学通常是利用英语语言艺术的最佳实践来教授的。孩子们阅读和记忆科学事实，而不是从事科学实践来发展科学知识。在努力建立未来的小学科学教师的理解，能力，并准备教学使用基于模型的调查（MBI）的项目旨在将MBI纳入物理科学课程。理解物理现象和参与科学教师建模（MUPPETS）项目将为未来的小学教师开发一门物理科学课程（在科学教育方法课程之前进行），在这种环境中，副教师是科学的学习者，利用科学教育研究为基础的教学方法。职前教师获得经验，学习科学使用技术非常适合小学生，并按照下一代科学标准。当未来的小学教师进入科学教育方法课程，物理科学课程的经验是一个熟悉的背景下借鉴，一个机会，通常没有发现在小学教育教师准备programmes.The MUPPETS项目的目的是确定未来的小学教师如何从事基于模型的调查（MBI），集中在收集和理解数据和对等话语。更具体地说，该项目旨在了解如何通过协作讨论来理解现象，从而影响模型的组成和实质以及模型迭代中的解释，以建立对他们理解（1）物理科学，科学和普遍认识论观点的影响;（2）元建模知识;（3）建模实践。数据分析采用混合方法的方法，采用定量分析的前和后的调查数据，以评估未来的小学教师的知识（认识论）和元建模知识之前和之后从事MBI。研究的定性数据部分包括观察到的书面解释和有声思维协议，以表征职前小学教师使用的建模实践类型，通过他们在五组迭代模型中创建的视觉，书面和口头陈述来解释现象。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。部分资金来自罗伯特诺伊斯教师奖学金计划。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。

This project aims to serve the national interest by preparing elementary school teachers to integrate model-based inquiry into the curriculum to enhance student learning of science. In elementary schools, science is often taught utilizing English language arts best practices. Children read about and memorize science facts instead of engaging in science practices to develop scientific knowledge. In efforts to build prospective elementary science teacher understanding of, ability to, and preparedness for teaching using model-based inquiry (MBI) the project aims to situate MBI into a physical science course. The Modeling for Understanding Physical Phenomena and Engaging Teachers in Science (MUPPETS) project will develop a physical science course for prospective elementary teachers (to be taken prior to the science education methods course) in which the preservice teachers are learners of science in an environment that utilizes science education research-based pedagogical approaches. Pre-service teacher gain experience learning science using techniques well suited for elementary students and in accordance with the Next Generation Science Standards. When prospective elementary teachers enter the science education methods course, the physical science course experience is a familiar context to draw upon, an opportunity not typically found in elementary education teacher preparation programs.The purpose of the MUPPETS project is to determine how prospective elementary teachers engage with model-based inquiry (MBI) that centers on gathering and making sense of data and peer-to-peer discourse. More specifically, this project seeks to understand how making sense of phenomena through collaborative discussions influences the composition and substance of models and explanations across model iterations to establish the impact on their understanding of (1) physical science, science, and universal epistemological views; (2) meta-modeling knowledge; and (3) modeling practice. Data is analyzed using a mixed-methods approach employing a quantitative analysis of pre-and post-survey data to assess prospective elementary teachers’ views of knowledge (epistemology) and meta-modeling knowledge before and after engaging in MBI. The qualitative data component of the research includes the observed written explanations and think-aloud protocol to characterize types of modeling practice that pre-service elementary teachers use to explain phenomena through the visual, written, and oral representations they create across five sets of iterative models. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Partial funding is from the Robert Noyce Teacher Scholarship program. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.