CAREER: Teacher learning through expansive sensemaking in science
职业:教师通过广泛的科学意义建构来学习
基本信息
- 批准号:2145260
- 负责人:
- 金额:$ 87.91万
- 依托单位:
- 依托单位国家:美国
- 项目类别:Continuing Grant
- 财政年份:2022
- 资助国家:美国
- 起止时间:2022-09-01 至 2027-08-31
- 项目状态:未结题
- 来源:
- 关键词:
项目摘要
This award is funded in whole or in part under the American Rescue Plan Act of 2021 (Public Law 117-2). While there have been extensive efforts to support teachers with curricula and pedagogical practices to implement Next Generation Science Standards (NGSS), teachers’ disciplinary learning experiences has been underexamined. This project considers how teachers’ engagement in scientific sensemaking as an opportunity for teachers’ learning to support more expansive science learning environments. It seeks to address two ongoing challenges in science teacher education: the need for teachers to learn (1) to recognize, value, and integrate students’ diverse ways of knowing, communicating, and relating with one another and phenomena and (2) to acknowledge and disrupt restrictive narratives that shape what counts as science in schools and who is seen as a scientist. This project will provide new models for science teacher education to engage teachers in expansive scientific sensemaking, seeking to develop more humanizing relationships between teachers, students, and science. More broadly, the project will produce a new structure for professional learning and resources for supporting more heterogeneous and equitable forms of science in teacher education. The goal of this project is to design and study for secondary science teachers’ learning to value heterogeneity and challenge restrictive narratives of science in schools. In particular, it will examine (1) the moment-to-moment interactions of teacher learning in their own scientific sensemaking, (2) how these interactions support teacher learning communities to develop practices that meaningfully integrate heterogeneity in their pursuits of coherent and causal accounts of phenomena, (3) how teachers connect their scientific sensemaking to dominant narratives of STEM in school, and (4) how these aspects of teacher learning impact their goals and plans for teaching. The project team will design for teachers’ expansive sensemaking in two settings: in a Science Modeling Course for pre-service secondary teachers at Vanderbilt University and in Science Teachers’ Circles (STCs), in which in-service and pre-service teachers engage in their own scientific inquiries to reflect on disciplinary learning. Through multiple design-based research cycles, project analyses will consider how opportunities for heterogeneity emerge, get taken up, or get shut down in teachers’ disciplinary engagement. These analyses will inform conjectures about how to design and facilitate teacher learning communities that help teachers (a) attune to heterogeneity in science, (b) develop practices for integrating diverse ways of knowing, communicating, and relating with one another and phenomena, and (c) challenge restrictive narratives about science learning. The project builds on existing relationships with secondary science teachers in local schools; the STCs will be co-designed with teacher partners to fit within the local schools and community contexts. This collaboration will develop resources for new models of professional learning for science teachers that foregrounds heterogeneity and issues of power in scientific sensemaking.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.
该奖项全部或部分根据2021年美国救援计划法案(公法117-2)资助。虽然已经作出了广泛的努力,以支持教师的课程和教学实践,以实施下一代科学标准(NGSS),教师的学科学习经验一直没有得到充分的检查。本项目考虑教师如何参与科学意义建构,作为教师学习的机会,以支持更广泛的科学学习环境。它旨在解决科学教师教育中的两个持续挑战:教师需要学习(1)认识,重视和整合学生的不同方式,了解,沟通,相互联系和现象(2)承认和破坏限制性叙述,塑造什么是学校的科学,谁被视为科学家。该项目将为科学教师教育提供新的模式,使教师参与广泛的科学意义建构,寻求发展教师,学生和科学之间更人性化的关系。更广泛地说,该项目将产生一个新的专业学习结构和资源,以支持教师教育中更加多样化和公平的科学形式。本研究旨在设计与研究中学科学教师如何学习重视异质性与挑战限制性的科学叙述。特别是,它将研究(1)教师学习在他们自己的科学意义建构中的时刻到时刻的互动,(2)这些互动如何支持教师学习社区发展有意义地整合异质性的实践,以追求现象的连贯性和因果性,(3)教师如何将他们的科学意义建构与学校STEM的主导叙事联系起来,(4)教师学习的这些方面如何影响他们的教学目标和计划。该项目小组将在两种环境中为教师的广泛意义建构设计:在范德比尔特大学为职前中学教师开设的科学建模课程和科学教师圈(STC)中,在职和职前教师参与自己的科学调查,以反思学科学习。通过多个基于设计的研究周期,项目分析将考虑异质性的机会如何出现,被占用,或在教师的学科参与关闭。这些分析将告知教师如何设计和促进教师学习共同体,帮助教师(a)适应科学的异质性,(B)开发整合不同方式的知识,沟通,并与彼此和现象,(c)挑战限制性的叙述科学学习的做法。该项目建立在与当地学校中学科学教师的现有关系的基础上;将与教师合作伙伴共同设计STC,以适应当地学校和社区的环境。这项合作将为科学教师的专业学习新模式开发资源,突出异质性和科学意义构建的权力问题。该奖项反映了NSF的法定使命,并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估来支持。
项目成果
期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
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Jessica Watkins其他文献
Fostering expansive and connective sensemaking with preservice secondary science teachers
与职前中学科学教师一起促进广泛和联系的意义建构
- DOI:
- 发表时间:
2023 - 期刊:
- 影响因子:4.6
- 作者:
Jessica Watkins;Natalie De Lucca;Serena R. Pao - 通讯作者:
Serena R. Pao
Characterizing pedagogical decision points in sense‐making conversations motivated by scientific uncertainty
描述由科学不确定性引发的意义建构对话中的教学决策点
- DOI:
- 发表时间:
2022 - 期刊:
- 影响因子:4.3
- 作者:
Jessica Watkins;Eve Manz - 通讯作者:
Eve Manz
Data-Based Conjectures for Supporting Responsive Teaching in Engineering Design with Elementary Teachers.
基于数据的猜想支持小学教师工程设计的响应式教学。
- DOI:
- 发表时间:
2018 - 期刊:
- 影响因子:0
- 作者:
Jessica Watkins;Mary McCormick;Kristen B. Wendell;K. Spencer;Elissa Milto;Merredith Portsmore;David M. Hammer - 通讯作者:
David M. Hammer
Dimensions of Experienced Responsive Teaching in Engineering
工程领域经验丰富的响应式教学的维度
- DOI:
10.18260/p.26846 - 发表时间:
2016 - 期刊:
- 影响因子:0
- 作者:
A. Johnson;Kristen B. Wendell;Jessica Watkins - 通讯作者:
Jessica Watkins
Elementary School Engineering for Fictional Clients in Children’s Literature
儿童文学中虚构客户的小学工程
- DOI:
- 发表时间:
2016 - 期刊:
- 影响因子:0
- 作者:
Elissa Milto;Kristen B. Wendell;Jessica Watkins;David M. Hammer;K. Spencer;Merredith Portsmore;C. Rogers - 通讯作者:
C. Rogers
Jessica Watkins的其他文献
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{{ truncateString('Jessica Watkins', 18)}}的其他基金
Collaborative Research: Design Talks: Building Community with Elementary Engineering
合作研究:设计讲座:用基础工程构建社区
- 批准号:
2010237 - 财政年份:2020
- 资助金额:
$ 87.91万 - 项目类别:
Standard Grant
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