Preparing Future Secondary STEM Teachers to Integrate Authentic Experiences into their High-Needs Classrooms using Regional Real-World Contexts

帮助未来中学 STEM 教师利用区域现实世界背景将真实体验融入高需求的课堂

• 批准号: 2151023
• 负责人: Gregory Chamblee
• 金额: $ 119.92万
• 依托单位: Georgia Southern University Research and Service Foundation, Inc
• 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: 2022-04-01 至 2027-03-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2151023&HistoricalAwards=false
• 关键词: Preparing; Future; Secondary; STEM; Teachers

The project aims to serve the national need of preparing high-quality secondary preservice Biology, Chemistry, Physics, and Mathematics teachers who can integrate authentic contexts into their classrooms. The goal of authentic experiences is to model how scientists think about solving a problem. Authentic experiences provide a real-world context when learning state-adopted content standards. These experiences engage students in broadening their critical thinking skills while furthering their understanding of regional real-world STEM issues they will encounter during their studies and after graduation. For teachers to have the ability to create and implement authentic experiences for their students, they will benefit from being engaged in such experiences. This project will provide two real-world summer experiences where preservice teachers will work with university faculty, researchers, and mentor teachers to develop content and pedagogically rich curriculum to implement in their classrooms and field experiences. Likewise, they will develop assessments to explore the impact of the curriculum. High impact teaching practices can lead to higher engagement in STEM and build a strong STEM workforce to address national and global problems in science, technology, engineering, and mathematics.This project at Georgia Southern University, a public research university, includes partnerships with Evans County Charter School System, Savannah-Chatham Public School System, Georgia Southern University Botanical Garden and Center for STEM Education, and Skidaway Island Marine Extension. The project has four fundamental goals. First, the project aims to provide K-12 internships for six freshman and sophomore STEM majors to help generate and sustain their interest in teaching. A second goal is to provide scholarships and to graduate eighteen (18) high-achieving undergraduate biology, chemistry, mathematics, or physics majors who are certified to teach in their major areas at the secondary level. A third goal is to place these graduates in high-need school districts and then provide mentoring and other induction support for six years following their graduation. Fourth, the project team will create, implement, study, and maintain an integrated synchronous and asynchronous reflective teaching community of practice model. In the process, the investigators will explore how focused seminar experiences, in addition to program coursework, can impact preservice readiness to successfully complete clinical practice and first-year teaching. Project outcomes will provide insight into how a community of practice model can longitudinally impact program innovation and teacher retention in high-needs schools. In addition, the project will provide strategies for developing and integrating authentic contexts in secondary STEM classrooms. The project also has potential to impact how preservice teacher education programs are structured, how lesson planning strategies are taught, and how mentoring strategies to help preservice teachers develop skills and dispositions to work in high-needs schools are designed. Resources developed and project evaluation findings will be disseminated via regional, state, national, and international sources, including STEM conferences, peer-reviewed publications, and various internet applications. This Track 1: Scholarships and Stipends project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the effectiveness and retention of K-12 STEM teachers in high-need school districts.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.

该项目旨在满足国家对准备高质量的中学生物，化学，物理和数学教师的需求，这些教师可以将真实的背景融入课堂。真实体验的目标是模拟科学家如何思考解决问题。在学习国家采用的内容标准时，真实的体验提供了真实的环境。这些经验让学生扩大他们的批判性思维能力，同时进一步了解他们在学习期间和毕业后将遇到的区域现实世界STEM问题。对于有能力为学生创造和实施真实体验的教师来说，他们将从参与这种体验中受益。该项目将提供两个真实世界的暑期体验，其中实习教师将与大学教师，研究人员和导师教师合作，开发内容和教学丰富的课程，以在他们的课堂和实地经验中实施。同样，他们将制定评估来探索课程的影响。高影响力的教学实践可以导致更高的参与STEM和建立一个强大的STEM劳动力，以解决国家和全球的科学，技术，工程和数学问题。这个项目在格鲁吉亚南方大学，一所公立研究型大学，包括与埃文斯县特许学校系统，萨凡纳-查塔姆公立学校系统，格鲁吉亚南方大学植物园和STEM教育中心的合作伙伴关系，Skidaway Island Marine Extension附近酒店该项目有四个基本目标。首先，该项目旨在为六名大一和大二STEM专业的学生提供K-12实习机会，以帮助他们产生和保持对教学的兴趣。第二个目标是提供奖学金和毕业十八（18）高成就的本科生物，化学，数学，或物理专业谁是认证在他们的主要领域在中学一级任教。第三个目标是将这些毕业生安置在高需求的学区，然后在他们毕业后的六年内提供指导和其他入门支持。第四，项目团队将创建、实施、研究和维护一个综合的同步和异步反思性教学实践共同体模式。在这个过程中，研究人员将探讨如何集中研讨会的经验，除了程序课程，可以影响实习准备成功完成临床实践和第一年的教学。项目成果将提供深入了解实践模式的社区如何纵向影响高需求学校的项目创新和教师保留。此外，该项目还将提供在中学STEM教室中开发和整合真实背景的策略。该项目也有可能影响如何构建副教师教育计划，如何教授课程规划策略，以及如何设计指导策略，以帮助副教师发展技能和部署在高需求学校工作。开发的资源和项目评估结果将通过区域、州、国家和国际来源传播，包括STEM会议、同行评审出版物和各种互联网应用程序。这个轨道1：奖学金和津贴项目是通过罗伯特诺伊斯教师奖学金计划（诺伊斯）的支持。诺伊斯计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师和经验丰富的模范K-12教师，成为高需求学区的STEM硕士教师。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。