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

该项目旨在通过培养职前小学教师的信念，知识和实践来服务于国家利益，以有效地在具有新兴双语者（EB）的班级中教授科学，这些双语者在学习另一种新语言的同时正在发展他们的母语。作为一项探索性研究，该项目整合了当前对科学，扫盲和双语教育的研究，以试点测试创新的教学和学习模式。至关重要的是，培养未来的教师，他们可以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。这可以激励年轻学生追求STEM，并最终导致更多元化的STEM劳动力。本项目的目标是发展职前小学科学教师（PSTs）的资产为基础的信念，对不同的学生教学，内容和教学知识，教学设计能力，并为所有学生，包括教育局在城市小学科学教学的教学实践。该项目将通过两个连续的科学方法课程，让PST参与他们的教师准备计划。这些课程将借鉴学生的知识基金，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，反思他们对语言和文化多样性学生的教学和学习科学的信念。这项研究将结合定量和定性的数据来源，如调查，PST课程计划，PST教学视频，和PST反思。研究结果将产生新的见解的机会，挑战和可行性的设计和实施的背景下的科学教训之间的PST，以及通知迭代开发和未来的复制研究的模型。该项目将超越传统的职前教师计划，将科学方法，第二语言方法和内容扫盲课程划分为有意义和有目的地整合语言，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。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。

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.