Developing Teachers' Capacity to Promote Argumentation in Secondary Science

该项目将深入了解教师在按照《下一代科学标准》要求的实质性和复杂方式修改教学时所面临的挑战。本项目将开发和研究一个专业发展计划，以帮助初中和高中科学教师支持学生学习科学辩论。该计划包括组织科学活动的策略，以创造学生可以辩论的环境，以及促进学生之间持续、富有成效的辩论的教学实践。结果将记录教师发现这些新实践的哪些方面更容易实施，哪些方面更难实施，以及项目教师工作的城市学校环境如何影响挑战。该项目还将进一步加深我们对如何构建基于现场的专业发展以支持教师学习和提高的理解。该项目是对加州一个城市学区的30名中学科学教师进行的纵向研究。专业发展（PD）计划将围绕强化暑期课程组织，随后每年两次校本课程学习周期，由训练有素的教练指导。PD工作将在三年内进行。所有PD课程都将被记录下来，用于互动分析，以确定教练和教师参与的变化，以及这种变化对教师学习的影响。教师辩论概念的重复测量将在3年内进行，作为教师学习的衡量标准。将制定一项观察协议，用于衡量教师的谈话及其随时间的变化。教师课堂的子样本将被录像，以产生纵向记录，用于互动分析，将教师的谈话与学生的辩论模式联系起来。该项目的第三年将增加学生学习的衡量标准，并将其与教师实践的变化联系起来。项目的最后一年将产生回顾性分析，将教师学习的途径与PD项目的特点和教师的参与联系起来。探索研究K-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具（rmt），显著提高pre -12学生和教师对科学、技术、工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和实证依据。

This project will produce insights into the challenges teachers face in modifying their teaching in the substantial and complex ways demanded by the Next Generation Science Standards. This project will develop and study a program of professional development to help middle and high school science teachers support their students to learn to argue scientifically. The program includes strategies for organizing science activities to create contexts where students have something to argue about and teaching practices that promote sustained, productive argumentation among students. Results will document what aspects of these new practices teachers find easier and more difficult to implement, and how challenges are influenced by the urban schooling contexts in which project teachers work. The project will also further our understanding of how site-based professional development can be structured to support teacher learning and improvement.The project is a longitudinal study of a cohort of 30 secondary science teachers from an urban school district in California. The professional development (PD) program will be organized around intensive summer institutes followed by 2 school-based lesson study cycles each year, facilitated by trained coaches. The PD work will be carried out over three years. All PD sessions will be recorded for interaction analysis to identify variations in coaching and teacher participation and the influences of such variation on teacher learning. Repeated measures of teachers' conceptions of argumentation will be given over 3 years as a measure of teacher learning. An observation protocol will be developed and used to measure teacher talk and its change over time. A sub-sample of teachers' classrooms will be video recorded to produce a longitudinal record for interaction analyses to link teacher talk to patterns of student argumentation. The third year of the project will add measures of student learning and link them to variations in teacher practice. The final year of the project will produce retrospective analyses that link pathways in teacher learning to features of the PD program and teachers' participation. The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.