Hopscotch 4 Scientific Investigation: Promoting Elementary Preservice Teacher Three-Dimensional Learning during Science Content Courses

跳房子4科学调查：在科学内容课程中促进小学职前教师三维学习

• 批准号: 2315617
• 负责人: Anna Maria Arias
• 金额: $ 39.79万
• 依托单位: Kennesaw State University Research and Service Foundation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2315617&HistoricalAwards=false
• 关键词: Hopscotch; Scientific; Investigation; Promoting; Elementary

This project aims to serve the national interest by creating new resources and curricula for future elementary teachers to develop their knowledge, abilities, and self-efficacy for incorporating investigation and scientific reasoning into science teaching. Having opportunities to investigate and reason about everyday phenomena and problems allows elementary students to develop their scientific sensemaking. This scientific sensemaking is important for encouraging decision-making and potential STEM careers within the U.S. population. To create these learning opportunities for scientific sensemaking for all children, teachers need knowledge of science content and an understanding of how to engage in science. Teachers also require ability and self-efficacy for supporting elementary children in investigation and scientific reasoning. This IUSE Engaged Student Learning Track 1 project will develop and study an innovative toolkit and associated learning modules. The purpose of the toolkit and learning modules is to support future elementary teachers to engage in scientific investigations and reasoning during undergraduate content courses, which is significant for developing future teachers' self-efficacy in and knowledge for equitable science teaching. The toolkit and learning modules model how learners can use their personal and community assets in scientific sensemaking as they engage in investigation and argumentation. The explicit emphasis and reflection on expanding the conceptions of what constitutes science and who can engage in scientific investigation can contribute new understanding of how to embed equitable science teaching within undergraduate science content courses. The mixed methods case study of how future teachers use the toolkit will advance knowledge of how teachers develop self-efficacy in and knowledge for equitable elementary science teaching. The project's goal is to use design-based research methodology to develop and improve the Hopscotch 4-Scientific Investigation toolkit and supporting learning modules for use within two different integrated science content courses for pre-service teachers. One of the integrated science content courses focuses on life and earth science concepts, and the other focuses on physical science. The project aims to integrate the Next Generation Science Standards (NGSS) three dimensions of Disciplinary Core Ideas, Crosscutting Concepts, and Science and Engineering Practices. The toolkit will embed explicit supports for scientific reasoning with the Crosscutting Concepts, such as patterns and cause/effect, into tools for the Science and Engineering Practices of investigations and argumentation. The associated modules will center on a set of key Disciplinary Core Ideas for elementary teaching in life, earth, and physical science. Through mixed methods case studies, the project will investigate how the toolkit facilitates the teachers' engagement in scientific sensemaking, knowledge for teaching, and self-efficacy related to equitable elementary science teaching. The mixed case studies will use pre- and post-course measures of the future teachers' abilities and knowledge. The research study will also conduct interviews and observe focal participants' interactions with the toolkit and supporting modules to analyze how teachers interact and learn from the materials. The findings from this study will be disseminated in publications and workshops with other teacher educators and researchers. Additionally, the Hopscotch 4-Scientific Investigation toolkit will be shared on a website for use by teachers, undergraduate students, science educators, and university faculty to be used for other undergraduate courses and teacher professional development. The Hopscotch 4-Scientific toolkit, modules, and research implications will improve undergraduate STEM courses and support teacher educators and elementary teachers in creating meaningful, equitable learning opportunities in science. The NSF IUSE: EDU 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.

该项目旨在为国家利益服务，为未来的小学教师创造新的资源和课程，以发展他们的知识，能力和自我效能，将调查和科学推理纳入科学教学。有机会对日常现象和问题进行调查和推理，使小学生能够发展他们的科学意义。这种科学意义对于鼓励美国人口中的决策和潜在STEM职业非常重要。为了给所有儿童创造科学意义构建的学习机会，教师需要了解科学内容，并了解如何参与科学。教师还需要能力和自我效能感，以支持小学儿童的调查和科学推理。这个IUSE的学生学习轨道1项目将开发和研究一个创新的工具包和相关的学习模块。工具包和学习模块的目的是支持未来的小学教师在本科课程中进行科学调查和推理，这对培养未来教师在公平科学教学方面的自我效能和知识具有重要意义。该工具包和学习模块模拟学习者如何在进行调查和论证时使用他们的个人和社区资产进行科学意义建构。明确强调和反思扩大什么是科学的概念，谁可以从事科学调查，可以有助于新的理解如何嵌入公平的科学教学本科科学内容课程。未来教师如何使用工具包的混合方法的案例研究将推进教师如何发展自我效能和知识的公平小学科学教学的知识。 该项目的目标是使用基于设计的研究方法，开发和改进Hopscotch 4-科学调查工具包和支持学习模块，供职前教师在两个不同的综合科学内容课程中使用。其中一门综合科学内容课程侧重于生命和地球科学概念，另一门侧重于物理科学。该项目旨在整合下一代科学标准（NGSS）的学科核心思想，交叉概念和科学与工程实践三个维度。该工具包将嵌入明确的支持科学推理与横切概念，如模式和因果关系，到工具的科学和工程实践的调查和论证。相关的模块将集中在一组关键的学科核心思想，在生命，地球和物理科学的基础教学。通过混合方法的案例研究，该项目将调查该工具包如何促进教师参与科学意义建构、教学知识和与公平的小学科学教学有关的自我效能。混合案例研究将使用未来教师的能力和知识的课程前和课程后的措施。这项研究还将进行访谈，观察重点参与者与工具包和辅助模块的互动，以分析教师如何互动和从材料中学习。 这项研究的结果将在出版物和与其他教师、教育工作者和研究人员举办的讲习班中传播。此外，Hopscotch 4-Scientific Investigation工具包将在网站上共享，供教师、本科生、科学教育工作者和大学教师用于其他本科课程和教师专业发展。Hopscotch 4-科学工具包，模块和研究意义将改善本科STEM课程，并支持教师教育工作者和小学教师创造有意义的，公平的科学学习机会。 NSF IUSE：EDU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。