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

培养职前科学教师将工程设计、语言和读写能力融入科学教学

• 批准号: 2243516
• 负责人: Frackson Mumba
• 金额: $ 120万
• 依托单位: University of Virginia Main Campus
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-06-01 至 2028-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2243516&HistoricalAwards=false
• 关键词: Preparing; Pre; service; Science; Teachers

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.

该项目旨在满足国家对准备在高需求学校任教的高素质科学教师的需求。该项目将为科学和工程专业的毕业生提供40个奖学金，这些毕业生将成为弗吉尼亚州高需求学校的认证科学教师。诺伊斯学者的教育经验包括准备他们作为教师领导者在整合工程设计，语言和科学教学素养。诺伊斯学者正在通过指导和诱导进入教学专业的支持。预期成果是增加了高需求学校的认证科学教师数量，增加了学者科学教学中工程设计，语言和识字整合的知识和技能，改善了学生的学习，并加强了弗吉尼亚大学与合作学区在科学教师准备方面的伙伴关系。该项目的语言和读写能力整合的科学方面是为了解决教师的需要，以支持英语学习者体验科学的成功。科学方法课程将被重新设计的英语学习者的语言和识字教学综合科学（TELLIS）框架的指导下，在弗吉尼亚大学的这个项目包括与汉普顿市，亨利科，格林，和弗卢万纳学区的合作伙伴关系。目标是在5年内招聘和培养40名科学教师。其目标是提供40个奖学金的科学和工程专业的毕业生谁将成为认证的科学教师，提高教育经验，并增加在项目和教学专业的学者的保留，引导学者进入教学行业，并加强弗吉尼亚大学和合作伙伴学区之间的伙伴关系。除了教师教育的要求，学者们正在接受在科学教学中整合工程设计，语言和素养的指示。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;（B）开发学者在工程设计、语言和综合科学教学方面的教学知识，并分析其对学生学习的影响。更广泛的影响是增加了高需求学校的合格科学教师人数，并改善了学生的科学学习。评价正在研究这些主要问题：项目在多大程度上实现了其目标和目的？在何种程度上是学者的教学知识，工程设计，语言和识字综合科学教学提高学生的学习科学？数据是通过前后测试、调查、访谈、人工制品和课程观察收集的。预计项目成果将通过在研究和教师会议上的介绍以及在同行评审期刊上的出版物传播。项目成果旨在导致科学教师教育的方案变化。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。