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

用于理解物理现象和让职前教师参与科学的建模

基本信息

批准号：
2142641
负责人：
Jaclyn Murray
金额：
$ 29.99万
依托单位：
AUGUSTA UNIVERSITY RESEARCH INSTITUTE, INC.
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2022
资助国家：
美国
起止时间：
2022-10-01 至 2025-09-30
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2142641&HistoricalAwards=false
关键词：
Modeling Understanding Physical Phenomena Engaging

项目摘要

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.

该项目旨在为国家利益服务，使小学教师能够将基于模型的探究纳入课程，以加强学生的科学学习。在小学里，科学课程经常利用英语语言艺术的最佳实践来教授。孩子们阅读和记忆科学事实，而不是从事科学实践，以发展科学知识。为了培养未来的小学科学教师对基于模型的探究(MBI)教学的理解、能力和准备，该项目旨在将基于模型的探究(MBI)置于一门物理课程中。为理解物理现象和让科学教师参与建模(MUPETES)项目将为未来的小学教师开发一门物理课程(将在科学教育方法课程之前进行)，在该课程中，职前教师是使用科学教育研究型教学方法的环境中的科学学习者。职前教师获得学习科学的经验，使用非常适合小学生的技术，并符合下一代科学标准。当未来的小学教师进入科学教育方法课程时，物理课程的经验是一个熟悉的背景，这种机会在基础教育教师预备课程中通常是找不到的。木偶项目的目的是确定未来的小学教师如何参与以收集和理解数据和对等话语为中心的基于模型的探究(MBI)。更具体地说，这个项目试图了解通过协作讨论理解现象如何影响模型的组成和实质，以及跨模型迭代的解释，以建立对他们对(1)物理科学、科学和普遍认识论观点；(2)元建模知识；以及(3)建模实践的理解的影响。数据分析采用混合方法，对调查前后的数据进行量化分析，以评估未来的小学教师在实施MBI前后的知识观(认识论)和元模型知识。研究的质量数据部分包括观察到的书面解释和有声思考协议，以表征职前小学教师通过他们在五组迭代模型中创建的视觉、书面和口头表征来解释现象的建模实践类型。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生的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。通过参与的学生学习路径，该计划支持有前景的实践和工具的创建、探索和实施。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。