Investigating Science Teacher, Research, Education, and Methods Used to Prepare Pre-Service Science Teachers

本Track 1 Robert Noyce教师奖学金计划（Noyce）旨在满足国家对增加高素质科学教师数量的需求，特别是那些种族和民族多样化的科学教师。目前，缺乏合格的科学教师是导致高风险学生成绩低、期望低的一个主要原因。这个问题在农村和城市地区都加剧了，许多科学教师要么在他们的认证领域之外教书，要么没有STEM背景。该项目计划通过准备和支持通过学士后课程获得教师资格证书的高素质科学专业学生来解决这一问题。在招募和选择合格的学者后，该项目将在科学教室中提供真实的体验，从为期10周的实习前体验开始。此外，计划整合当地社区科学实地经验，让学者参与专业学习社区，以进一步加深他们对科学的概念理解。因此，学者们被期望学习如何帮助他们未来的K-12学生在课堂上学习的科学内容与当地社区之间建立现实世界的联系。该项目有可能为一级学校提供高质量的科学教师，从而提高学生的成绩。南阿拉巴马大学的这个项目包括与莫比尔县公立学校系统、毕晓普州立社区学院、阿拉巴马州教育部的阿拉巴马州科学运动以及阿拉巴马州数学、科学和技术计划的合作。项目目标包括在五年的资助期内支持理科本科以上毕业生，并培养16名新的理科教师。具有理工科学士学位（物理、化学、生物、地质、工程等）。招聘策略包括STREAM实习前的经验，与每个科学系的教师直接接触，以及在南阿拉巴马大学播客“真诚南方”（Sincerely South）的至少一集上做广告。该项目利用了以往诺伊斯奖的最佳实践，并有望增加有关吸引科学专业学生从事科学教师职业的因素的知识体系。智力价值的两个特征包括该项目继续培养高质量科学教师的能力，同时衡量过去学者的有效性。最后，通过对学者三年任期后影响因素的评估，可以更好地了解如何支持和留住职业科学教师。本项目由Robert Noyce教师奖学金项目（Noyce）资助。Noyce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，并支持经验丰富的模范K-12教师成为高需求学区的STEM大师教师。它还支持对高需求学区K-12 STEM教师的有效性和留任率的研究。该奖项反映了美国国家科学基金会的法定使命，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 Track 1 Robert Noyce Teacher Scholarship Program (Noyce) aims to serve the national need of increasing the number of highly qualified science teachers, especially science teachers who are racially and ethnically diverse. Currently, the lack of certified science teachers is a major cause of low achievement and expectations for high-risk pupils. This problem is intensified in both rural and urban areas where many science teachers are either teaching outside of their field of certification or do not have a STEM background. This project plans to address the problem by preparing and supporting highly qualified science majors who obtain their teaching certifications via a post-baccalaureate program. After recruiting and selecting qualified Scholars, this project will provide authentic experiences in science classrooms, starting with a 10-week pre-residency experience. In addition, the integration of local community science field-based experiences to engage Scholars in professional learning communities to further their conceptual understanding of science is planned. As a result, Scholars are expected to learn how to help their future K-12 students make real-world connections between the science content they are learning in the classroom and their local community. This project has the potential to provide Title I schools with high quality science teachers and as a result increase student achievement. This project at the University of South Alabama includes partnerships with the Mobile County Public School System, Bishop State Community College, the Alabama State Department of Education’s Alabama Science in Motion, and the Alabama Math, Science, and Technology Initiatives. Project goals include supporting science post-baccalaureates and producing a total of 16 new science teachers over the five-year duration of the grant. Eligible candidates will hold a bachelor’s degree in science (i.e., physics, chemistry, biology, geology, or engineering). The recruitment strategy includes the STREAM pre-residency experience, direct contact with faculty in each science department, and advertisement on at least one episode of the University of South Alabama podcast, Sincerely South. This project utilizes best practices from previous Noyce awards and is expected to add to the body of knowledge regarding factors that attract science majors to pursue careers as science teachers. Two characteristics of intellectual merit comprise of the project’s capacity to continue producing high quality science teachers while measuring the effectiveness of past Scholars. Lastly, the evaluation of factors that influence Scholars serving beyond the three-year commitment can be used to better understand how to support and retain career science teachers. 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.