Elevating Language and Literacy Instruction during the Professional Preparation of Science Educators

本项目旨在通过培养职前小学教师的信念、知识和实践，为国家利益服务，以便在新兴双语者（EBs）的课堂上有效地教授科学，这些人在学习另一种新语言的同时也在发展母语。作为一项探索性研究，本项目整合了科学教育、识字教育和双语教育的现有研究，对创新的教与学模式进行了试点测试。培养能够设计和实施与文化和语言相关的科学课程以支持学生的科学和语言学习的未来教师至关重要。这可能会激励年轻学生学习STEM，并最终形成更多元化的STEM劳动力。该项目的目标是培养职前小学科学教师（pst）在教学多样化学生、教学内容和教学知识、教学设计能力和面向所有学生（包括城市小学的电子商务）的科学教学实践方面的基于资产的信念。该项目将通过两个连续的科学方法课程让pst参与他们的教师培训计划。这些课程将模拟情境化的课程，利用学生的知识储备，并在有意义的科学调查中嵌入学科语言素养策略。在此期间，pst还将参与设计和指导他们自己的科学课程。此外，该项目的一个目标是培养基于资产的思维框架，为pst提供机会，反思他们对与语言和文化不同的学生一起教和学科学的信念。本研究将结合定量和定性的资料来源，如调查、PST教案、PST教学视频和PST反思。研究结果将对在pst中设计和实施情境化科学课程的机遇、挑战和可行性产生新的见解，并为该研究模型的迭代开发和未来复制提供信息。该项目将超越传统的职前教师项目，将科学方法、第二语言方法和内容扫盲课程分开，有意义地、有目的地整合语言、扫盲和知识基金。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。通过参与学生学习轨道，该计划支持有前途的实践和工具的创建，探索和实施。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 project aims to serve the national interest by fostering pre-service elementary teachers’ beliefs, knowledge, and practices to effectively teach science in classes with emergent bilinguals (EBs), who are developing their home language while learning another new language. As an exploratory study, the project integrates current research on science, literacy, and bilingual education to pilot test an innovative teaching and learning model. It is critical to prepare prospective teachers who can design and implement culturally and linguistically relevant science lessons that support students’ science and language learning. This could inspire young students to pursue STEM and ultimately lead to a more diversified STEM workforce. The goal of this project is to develop pre-service elementary science teachers’ (PSTs) asset-based beliefs about teaching diverse students, content and pedagogical knowledge, pedagogical design capacity, and instructional practices for teaching science for all students, including EBs in urban elementary schools. The project will engage PSTs in their teacher preparation program through two consecutive science methods courses. The courses will model contextualized lessons that draw on students’ funds of knowledge and embed disciplinary language literacy strategies in meaningful science investigations. PSTs will also engage in design and instruction of their own science lessons during this period. Additionally, a goal of the project is to cultivate asset-based frames of mind by providing opportunities for PSTs to reflect upon their beliefs about teaching and learning science with linguistically and culturally diverse students. This study will incorporate quantitative and qualitative data sources, such as surveys, PST lesson plans, PST videos of instruction, and PST reflections. Findings will generate new insights into opportunities, challenges, and feasibility of designing and implementing contextualized science lessons among PSTs, as well as inform the iterative development and future replication of the study’s model. This project will go beyond traditional pre-service teacher programs that compartmentalize science methods, second language methodology, and content literacy courses to meaningfully and purposefully integrate language, literacy, and Funds of Knowledge. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. 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.