Preparing Science Teachers To Engage Multilingual Learners in Scientific Argumentation Through Mixed-Reality Simulations

让科学教师做好准备，通过混合现实模拟让多语言学习者参与科学论证

• 批准号: 2321205
• 负责人: Mariana Castro
• 金额: $ 35万
• 依托单位: University of Wisconsin-Madison
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2024
• 资助国家: 美国
• 起止时间: 2024-01-01 至 2026-12-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2321205&HistoricalAwards=false
• 关键词: Preparing; Science; Teachers; Engage; Multilingual

Multilingual learners are the fastest growing student population in the United States. Therefore, it is concerning that they have shown poor performance on national science assessments. Despite this concern, few teachers report feeling prepared to engage them in science instruction. This project aims to prepare science teachers to increase their knowledge, skill and efficacy in facilitating multilingual learners' engagement in scientific argumentation, which is an essential skill in science education. Teaching scientific argumentation is critical because it empowers students to express their thoughts, make decisions and solve problems in daily life. For multilingual learners to engage in scientific argumentation, this requires teachers to be able to elicit their thinking while also paying attention to language. Teachers must note and evaluate multilingual students' science knowledge and their language abilities in order to determine how to best help students build on scientific knowledge and amplify their language skills. Specific to scientific argumentation, eliciting student thinking can help educators guide students through the process of developing and strengthening their arguments. This project aims to help science teacher candidates learn how to do this through mixed-reality simulations of teaching and learning.The goals of this project are (1) to identify the essential elements in teacher–student interactions that help elicit student thinking to improve scientific argumentation among secondary multilingual learners and (2) to explore the preliminary effects, acceptability, and feasibility of mixed-reality simulations as part of the training of pre-service science teachers. The essential elements in teacher-student interactions involve the sampling of students’ scientific knowledge and linguistic abilities to engage in formative responses within existing frameworks for eliciting the construction and critique of scientific arguments to address multilingual learners’ specific linguistic needs. The identification of these elements will inform the development of criteria for success that can be used to assess teacher candidates’ recorded simulations and provide them with feedback on their facilitation of scientific argumentation among multilingual learners. As part of this study, tasks and criteria for success for the facilitation of multilingual learners’ engagement in scientific argumentation will be developed. The study will use a convergent parallel mixed methods design to develop and test the inter-rater reliability of the tools used to rate the simulations and to provide feedback to teacher candidates. This research has the potential to advance knowledge and understanding of how to support science teaching quality that is also equitable in its inclusion of multilingual learners. Such studies have important implications across the field of science education, teacher education, and the teaching and learning of multilingual learners. Most important perhaps is its role in foundational collaborative work across disciplines (i.e., science and second language acquisition) that supports the enactment of social justice in authentic and complex environments.The project is supported by NSF’s EDU Core Research Building Capacity in STEM Education Research (ECR: BCSER) program, which is designed to build investigators’ capacity to carry out high-quality STEM education research.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.

多语言学习者是美国增长最快的学生人数。因此，人们担心他们在国家科学评估上表现出色。尽管有这种担忧，但很少有教师报告准备让他们参与科学指导。该项目旨在使科学教师在发展多语言学习者参与科学论证方面的知识，技能和效率，这是科学教育的重要技能。教科学论证至关重要，因为它使学生能够表达自己的思想，做出决定并解决日常生活中的问题。为了使多语言学习者参与科学论证，这要求教师能够引起他们的思维，同时还要注意语言。教师必须注意并评估多语言学生的科学知识及其语言能力，以确定如何最好地帮助学生建立科学知识并扩大他们的语言技能。特定于科学论证，引起学生思维可以帮助教育者指导学生发展和加强论点的过程。该项目旨在帮助科学教师候选人通过教学和学习的混合现实模拟来学习如何做到这一点。该项目的目标是（1）确定教师互动中的基本要素，这些要素有助于提高学生思维，以改善次级多语言学习者之间的科学论证，以及（2）探索初步效果，可接受性以及混合现实模拟的可行性，作为前服务科学教师培训的一部分。教师互动中的基本要素涉及对学生的科学知识和语言能力的取样，以在现有框架内进行形成性回应，以引发建设并批评科学论证，以满足多语言学习者的特定语言需求。这些要素的识别将为成功的标准发展，可用于评估教师候选人的记录模拟，并为他们提供有关其多语言学习者科学论证设施的反馈。作为这项研究的一部分，将开发多语言学习者参与科学论证的设施成功的任务和标准。该研究将使用收敛的平行混合方法设计来开发和测试用于评估模拟并向教师候选人提供反馈的工具的评估者间可靠性。这项研究有可能提高知识和理解如何支持科学教学质量，这在包含多语言学习者方面也是公平的。这些研究在整个科学教育，教师教育以及多语言学习者的教学领域都具有重要意义。最重要的是它在跨学科（即科学和第二语言获取）中的基础合作工作中的作用，该工作支持在真实且复杂的环境中颁布社会正义。该项目得到NSF的EDU核心研究构建能力（ECR：BCSER）计划的支持，该计划旨在促进研究人员的统计数据，以构建研究人员的统计数据。使用基金会的智力优点和更广泛的影响标准，认为通过评估被认为是宝贵的支持。