The Science and Mathematics Simulated Interaction Model (SIM)

科学和数学模拟交互模型（SIM）将为数学和科学教师设计和临床测试模拟。主要假设是，数学和科学模拟将识别教师对内容和教学法理解的优势和误解，提高教师的教学能力，提高学生的成绩。SIM将同时为职前（培训）和入职阶段（职业早期）的数学和科学教师设计。八种不同的SIM模拟将重点关注数学和科学教师在中学阶段（9-12年级）遇到的常见问题、挑战、困境和问题。锡拉丘兹大学教育学院和纽约州立大学上州医科大学临床技能中心在过去的模拟设计和研究工作中合作过。通过他们的SIM合作伙伴关系，这些组织现在专注于对特定内容模拟的首次探索。在设计和临床测试后，研究人员期望SIM作为一种创新的教师发展工具，帮助数学和科学新手教师有效地从职前准备过渡到课堂实践。SIM的核心是一系列数学和科学新手教师与标准化个体（si）之间的现场一对一互动。与医学教育对标准化患者的使用类似，SIM的标准化个体是当地的演员，他们经过精心培训并编写脚本，向新手教师呈现不同的数学或科学问题、疑问或困境。例如，初学数学的教师如何与质疑高等数学相关性的标准化学生进行对话？同样，初学自然科学的教师如何与质疑进化生物学教学的标准化家长进行艰难的对话？每位教师的模拟之后立即进行个人汇报和书面改进计划，在高度结构化的模拟中反映改进计划周期的援助。每个模拟周期都与一个内容特定的研讨会相结合，旨在支持教师的优势，并解决他们的内容或教学误解。SIM的结构是一个迭代设计项目，其中八个模拟的初始设计将进行两次临床测试。40名新教师（20名入职前和20名入职阶段）将参加临床测试过程。SIM数据链包括模拟前的问题、模拟教师与学生互动的音频/视频数据、模拟后的教师视频反思以及书面的专业改进计划。研究小组将重点改进模拟，并根据160种不同的模拟互动来确定教师的优势和误解。完成后，SIM将由八个模拟组成，有效地识别中学数学和科学教师的内容、教学优势和误解。最初，SIM将在锡拉丘兹大学教育学院实施。SIM产品、流程和所有研究结果将通过密码保护的数字访问提供给所有教育研究人员和教师教育工作者。SIM基于问题的方法挑战了新教师制定内容和教学方法，同时也帮助研究人员准确和有意义地评估教师在数学和科学方面的优势和误解。通过对实践中每一个SIM问题的数据收集和分析，我们期望形成扎实的数学和科学教师发展理论和模型。这些数据是通过一种方法收集的，该方法将新教师置于即时、苛刻、真实的情境中，这些数据有可能使我们更广泛地了解新科学和数学教师如何将在教师准备过程中学到的内容和教学法转化为实际的教师实践。

The Science and Mathematics Simulated Interaction Model (SIM) will design and clinically test simulations for mathematics and science teachers. The main hypothesis is that mathematics and science simulations will identify strengths and misconceptions in teachers' understanding of content and pedagogy, increase teachers¡ instructional capacity, and advance student achievement. The SIM will be designed for both preservice (in training) and induction-stage (early career) mathematics and science teachers. The eight different SIM simulations will focus on common problems of practice, challenges, dilemmas, issues that mathematics and science teachers encounter at the secondary level (grades 9-12). The Syracuse University School of Education and SUNY Upstate Medical University's Clinical Skills Center have partnered together in past simulation design and research endeavors. Through their SIM partnership, these organizations now focus on the first exploration of content-specific simulations. When designed and clinically tested, the researchers expect the SIM to serve as an innovative teacher development tool that helps novice mathematics and science teachers effectively transition from preservice preparation to classroom practice. The heart of the SIM is a series of live, one-to-one interactions between novice mathematics and science teachers and standardized individuals (SIs). Similar to medical education's use of standardized patients, the SIM's standardized individuals are local actors who are carefully trained and scripted to present to novice teachers distinct mathematics or science problems, questions, or dilemmas. For example, how do novice mathematics teachers navigate a conversation with a standardized student who questions the relevance of advanced mathematics? Similarly, how do novice science teachers navigate a difficult conversation with a standardized parent who questions the teaching of evolutionary biology? Each teacher's simulation is immediately followed by an individual debriefing and a written improvement plan in a highly structured simulation to reflection to improvement plan cycle of assistance. Each simulation cycle is coupled with a content-specific seminar designed to support teachers' strengths and to address their content or pedagogical misconceptions. The SIM is structured as an iterative design project, where the initial design of the eight simulations will be clinically tested twice. 40 novice teachers (20 preservice and 20 induction stages) will take part in the clinical testing process. SIM data strands include pre-simulation questions, audio/video data of the simulated interactions between teachers and SIs, post-simulation teacher video reflections, and written professional improvement plans. The research team will focus on refining the simulations and identifying the teachers' strengths and misconceptions based on 160 different simulated interactions. When complete, the SIM will consist of eight simulations that effectively identify the content and pedagogical strengths and misconceptions of secondary mathematics and science teachers. Initially, the SIM will be implemented within the Syracuse University School of Education. SIM products, processes, and all findings will be made available to all education researchers and teacher educators through password-protected digital access. The SIM's problem-based methodology challenges novice teachers to enact content and pedagogy, while also helping researchers to accurately and meaningfully assess teacher strengths and misconceptions in mathematics and science. As data are gathered and analyzed for each SIM problem of practice, we anticipate the formation of grounded theories and models of mathematics and science teacher development. These data - gathered through a methodology that places novice teachers in immediate, demanding, authentic situations - hold the potential to yield broader understandings of how novice science and mathematics teachers are transferring the content and pedagogy learned within teacher preparation into actual teacher practice.