Improving Competency in Elementary Science Teaching

斯坦福大学的这个项目为小学3-5年级的教师提供了一个教学框架和相关资源，以实现高质量的科学教学。本研究的重点是开发和测试一个框架，即质量科学教学连续体（QSTC），以确定其作为一种强有力的形成性和协作性工具的能力，教师可以通过该工具反思他们的科学教学实践，并认识到作为参与和科学学习指标的学生行为。该项目包括一个密集的专业发展（PD），它将伴随着旨在培养教师对以下方面的理解：(1)教学法，(2)科学过程和内容，(3)社区建设，以及(4)使用QSTC来改善课堂教学和学生参与。在两年的过程中，教师将在课堂科学教学的不同阶段进行录像，由此产生的教学视频数字图书馆为教师和其他人在反思他们的实践时提供了一个持续的参考资源。该项目提供了一个概念的证明，并检查了在沉浸式教师专业发展计划中具体的、形成的、综合的工具——QSTC的使用。

Darling-Hammond1317068This Stanford University project provides elementary teachers, grades 3-5 with a pedagogical framework and related resources for distinguishing quality science teaching. The study focuses on developing and testing a framework, the Quality Science Teaching Continuum (QSTC), to determine its capacity to serve as a potent formative and collaborative tool with which teachers can reflect on their science teaching practices and recognize student behaviors that are indicators of engagement and science learning. The project includes an intensive professional development (PD) that will accompany the instrument designed to develop teachers' understanding of (1) pedagogy, (2) science process and content, (3) community building, and (4) use of QSTC to improve classroom instruction and student engagement. Teachers will be videotaped during classroom science instruction at various points in the two-year process, and the resulting digital library of teaching videos provides an ongoing reference resource for teachers and others when reflecting on their practice. The project provides a proof of concept and examines the use of a specific, formative, integrative instrument, the QSTC, within an immersive teacher professional development program.