Collaborative Research: Supporting Undergraduate Secondary Pre-service Science Teachers through the Development of a Next Generation Science Standards Aligned Unit Planning Tool

本项目旨在通过构建和测试创新单元规划工具，积极影响科学教师教育工作者支持本科职前科学教师实施下一代科学标准（NGSS）的能力，从而服务于全国的职前科学教师和K-12学生。该工具将为单元设计过程提供一个基于研究的结构，同时也为职前教师提供“及时”的资源，帮助他们学会将雄心勃勃的科学教学与课程设计结合起来。这些努力是及时的，因为国家、州和地区领导人正在迅速认识到新标准对教育者和学习者的强烈要求。本项目采用基于设计的研究。通过在州和国家层面准备和传播正在进行的工作和项目结果，该项目旨在为正在进行的全国性努力做出贡献，以产生基于研究的策略的具体模型，以支持职前科学教师通过基于模型的探究参与所有学生的科学实践，这些探究与NGSS非常一致，并支持学生参与课堂上丰富的科学表征。研究人员打算设计、实施和研究一个具有嵌入式教学启发式的规划工具，使本科中学教育的学生能够在ngss设计的单元中与未来的K-12学生互动，以学习课堂实施的科学认知实践。在科学教育中构建新知识和研究的科学实践是两门课程方法序列的核心，这将在两个不同的制度背景下从本项目中受益。将这些实践整合到K-12科学课堂中，以便为学生提供对科学事业更真实的看法，这是使用该项目开发工具的预期结果。正如NGSS概述的那样，这些做法有很多；然而，这个项目打算提供一个模型，可以作为一个保护伞，在这个保护伞下可以嵌入剩余的科学实践。因此，以基于模型的探究形式融入课堂的建模是支持教师理解和实施课堂科学实践的规划工具的核心。作为规划工具的一部分，将建立多个范例单元，帮助职前中学科学教师应对在课堂上实施NGSS的挑战。大约60名本科职前科学教师和4名有经验的在职教师将在三年内参与。采用混合方法设计，研究了规划工具如何影响职前教师的教学单元设计和课堂设置，以及这些单元对中学生设施的影响，并结合理工科实践和对目标学科核心思想的理解。本项目期间开发的单元、研究和与ngss一致的规划工具以及嵌入式教学启发式的传播，有望为其他科学教师教育工作者提供一个框架，以改善全国本科职前科学教学。NSF IUSE: EHR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。通过参与学生学习轨道，该计划支持有前途的实践和工具的创建，探索和实施。Robert Noyce教师奖学金（Noyce）计划为IUSE: EHR项目提供联合资金，以支持该项目的职前教师准备目标，该目标与Noyce计划目标非常一致。该奖项反映了美国国家科学基金会的法定使命，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。

This project aims to serve pre-service science teachers and K-12 students nationally by positively impacting the ability of science teacher educators to support undergraduate pre-service science teachers in implementing the Next Generation Science Standards (NGSS) through the construction and testing of an innovative unit planning tool. The tool will provide a research-based structure to the unit design process while also providing “just-in-time” resources for pre-service teachers as they learn to merge ambitious science instruction with curriculum design. These efforts are timely as national, state, and district leaders are rapidly identifying the robust demands placed on educators and learners by the new standards. This Level 1 Engaged Student Learning IUSE project employs design-based research. By preparing and disseminating the ongoing work and results of the project at state and national levels, this project intends to contribute to the ongoing nationwide effort to generate a concrete model of research-based strategies to support pre-service science teachers to engage all students in the practices of science through model-based inquiry that are well aligned with the NGSS and supportive of students’ engagement in rich representations of science in classrooms. The researchers intend to design, implement, and study a planning tool with embedded instructional heuristics to enable undergraduate secondary education students to engage their future K-12 students in NGSS-designed units for the purpose of learning about the epistemic practices of science for classroom implementation. The set of scientific practices for the construction of new knowledge and research in science education are central to the two-course methods sequence that will benefit from this project in two different institutional contexts. The integration of these practices into the K-12 science classroom in order to provide students a more authentic view of the scientific enterprise is an anticipated outcome of the use of this project developed tool. The practices, as outlined in the NGSS, are many; however, this project intends to provide a model that can serve as an umbrella under which the remaining scientific practices can be embedded. Thus, modeling, integrated into the classroom in the form of model-based inquiry, is central to the planning tool to support teachers’ understanding and enactment of the scientific practices in their classrooms. Multiple example units designed to prepare pre-service secondary science teachers for the challenges of implementing the NGSS in their classrooms will be constructed as part of the planning tool. Approximately 60 undergraduate pre-service science teachers and four experienced in-service teachers will be involved over three years. Using a mixed-methods design, the researchers aim to examine how the planning tool impacts the pre-service teachers’ design and classroom enactment of instructional units as well as the impact of those units on secondary students’ facility with the science and engineering practices and understandings of targeted disciplinary core ideas. Dissemination of the units, research, and the NGSS-aligned planning tool with embedded instructional heuristics developed during this project are expected to provide other science teacher educators a framework to improve undergraduate pre-service science teaching and learning nationally. The NSF IUSE: EHR 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. The Robert Noyce Teacher Scholarship (Noyce) Program is providing co-funding for this IUSE: EHR project to support the project's pre-service teacher preparation goals, which are well-aligned with Noyce Program goals.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.