Preparing Pre-service Science Teachers to Integrate Engineering Design, Language, and Literacy in Science Teaching

该项目旨在解决国家对高素质科学教师的需求，这些教师准备在高需求的学校任教。该项目将为40名理工科毕业生提供奖学金，这些毕业生将成为弗吉尼亚州高需求学校的合格科学教师。诺伊斯学者的教育经历包括将他们培养成教师领袖，将工程设计、语言和识字融入科学教学。Noyce学者通过指导和引导进入教学行业得到支持。预期的结果是，高需求学校的合格科学教师数量增加，学者在科学教学中工程设计、语言和读写能力整合方面的知识和技能增加，学生学习的改善，以及弗吉尼亚大学与合作学区在科学教师准备方面的合作关系加强。该项目的语言和读写能力综合科学方面是为了解决教师支持英语学习者体验科学成功的需求。科学方法课程将在英语学习者语言与读写能力整合科学（TELLIS）框架的指导下重新设计。弗吉尼亚大学的这个项目包括与汉普顿城、Henrico、Greene和Fluvanna学区的合作。目标是在5年内招聘和培养40名科学教师。其目标是为将成为合格科学教师的理工科毕业生提供40个奖学金，提高教育经验，增加项目和教学专业学者的保留率，引导学者进入教学专业，并加强弗吉尼亚大学与合作学区之间的伙伴关系。除了教师教育的要求外，学者们还接受了在科学教学中整合工程设计、语言和读写能力的指导。该项目的智力价值在于产生以下方面的知识：(a)教师职业中学者的招聘、准备和保留，以及(b)发展学者对工程设计、语言和识字综合科学教学的教学知识，并分析其对学生学习的影响。更广泛的影响是在高需求学校中增加了经过认证的科学教师数量，并改善了学生的科学学习。评估研究这些主要问题：项目在多大程度上实现了它的目标和目的？学者对工程设计、语言和素养整合的科学教学的教学知识在多大程度上促进了学生的科学学习？通过前后测试、调查、访谈、人工制品和课堂观察来收集数据。预计项目成果将通过在研究和教师会议上的发言以及在同行评议的期刊上发表的出版物来传播。该项目的成果旨在导致科学教师教育的计划性变化。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 project aims to address the national need for highly qualified science teachers prepared to teach in high-need schools. The project is offering 40 scholarships to science and engineering graduates who will become certified science teachers in high-need schools in Virginia. The educational experience of Noyce scholars includes preparing them as Teacher-Leaders in integrating engineering design, language, and literacy in science instruction. Noyce scholars are being supported through mentoring and induction into the teaching profession. Expected outcomes are increased number of certified science teachers for high-need schools, increased knowledge and skills for engineering design, language, and literacy integration in science teaching among scholars, improved student learning, and enhanced partnership between the University of Virginia and partner school districts in science teacher preparation. The language and literacy-integrated science aspect of the project is to address the need for teachers to support English Learners in experiencing success in science. A science methods course will be redesigned guided by the Teaching English Learners Language and Literacy-Integrated Science (TELLIS) framework.This project at the University of Virginia includes partnerships with Hampton City, Henrico, Greene, and Fluvanna school districts. The goal is to recruit and prepare 40 science teachers over 5 years. The objectives are to provide 40 scholarships to science and engineering graduates who will become certified science teachers, enhance the educational experience and increase retention of the scholars in the project and teaching profession, induct scholars into the teaching profession, and enhance partnership between University of Virginia and partner school districts. In addition to teacher education requirements, scholars are receiving instruction in integrating engineering design, language, and literacy in science teaching. The intellectual merit of the project lies in generating knowledge on (a) recruitment, preparation, and retention of scholars in the teaching profession, and (b) developing scholars’ pedagogical knowledge for engineering design, language, and literacy-integrated science instruction, and analyzing its impact on student learning. Broader impacts are increased number of certified science teachers in high-need schools and improved student science learning. The evaluation is studying these main questions: To what extent is the project addressing its goal and objectives? To what extent is scholars’ pedagogical knowledge for engineering design, language, and literacy-integrated science teaching enhancing student learning in science? Data is being collected through pre- and post-tests, surveys, interviews, artifacts, and lesson observations. It is expected that project outcomes will be disseminated through presentations at research and teachers’ conferences, and publications in peer-reviewed journals. The project outcomes are intended to lead to programmatic changes in science teacher education. 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.