Talk Science: Scalable, Web-based Professional Learning to Improve Science Achievement

谈论科学：可扩展的、基于网络的专业学习以提高科学成就

• 批准号: 0918435
• 负责人: Susan Doubler
• 金额: $ 177.95万
• 依托单位: TERC Inc
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-01 至 2014-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0918435&HistoricalAwards=false
• 关键词: Talk; Science; Scalable; Web; based

TERC, in close collaboration with the Mason School in Roxbury, MA, the Benjamin A. Banneker School in Cambridge, MA, Newton Massachusetts Schools, and scientists and linguists from Tufts University in Medford, MA, Clark University in Worcester, MA, and Boston University, in Boston, is conducting a four-year project to enhance and study the development of elementary science teachers' skills in managing productive classroom talk in inquiry-based physical science studies of matter. The project hypothesizes that aligning professional learning with conceptually-driven curriculum and emphasizing the development of scientific discourse changes classroom culture and increases student learning. The project deliverables are new web-based resources, Talk Science! PD, to help elementary teachers better facilitate scientific discourse. These resources are comprised of two nine-week professional development courses for 4th and 5th grade teachers. The resources are being designed in collaboration with scientists, linguists, and cognitive psychologists to develop media-rich video case-based learning experiences that enhance teachers' understanding of the science and classroom discourse. The resources are closely aligned with the newly-developed, NSF-funded Inquiry Curriculum, a curriculum for elementary grades about the nature of matter and the conceptual development of material, mass, volume, and density. The project is studying three research questions: 1. How do teachers' awareness, understanding and skills for supporting science talk change as they use Talk Science!? 2. How does student talk change as a result of changes in teachers' language-related actions? 3. How do classroom discourse patterns change as a result of changes in the teacher's action? The resources are being evaluated through a comprehensive pre/post evaluation plan. The project is documenting teachers' learning and closely studying the changes in discussion patterns in 18 science classrooms from urban, suburban and rural schools in Massachusetts and Vermont. The products and research results of the project are being disseminated widely through conference presentations and publication of articles in appropriate professional journals.

TERC, in close collaboration with the Mason School in Roxbury, MA, the Benjamin A. Banneker School in Cambridge, MA, Newton Massachusetts Schools, and scientists and linguists from Tufts University in Medford, MA, Clark University in Worcester, MA, and Boston University, in Boston, is conducting a four-year project to enhance and study the development of elementary science teachers' skills in managing productive classroom talk in基于询问的物理科学研究。该项目假设将专业学习与概念驱动的课程保持一致，并强调科学话语的发展改变了课堂文化并增加了学生的学习。项目可交付成果是新的基于Web的资源，Talk Science！ PD，为了帮助小学教师更好地促进科学话语。这些资源由四年级和五年级教师的两个九周的专业发展课程组成。这些资源是与科学家，语言学家和认知心理学家合作设计的，以开发基于媒体的基于媒体的学习经验，从而增强教师对科学和课堂话语的理解。资源与新开发的，NSF资助的查询课程，有关物质性质的基础等级的课程以及材料，质量，体积和密度的概念开发。该项目正在研究三个研究问题：1。教师在使用谈话科学时如何支持科学谈话变化的意识，理解和技能！？ 2。学生谈话会随教师与语言相关的行为的变化而发生变化？ 3.教室话语模式如何随着教师行动的变化而改变？这些资源正在通过全面的预/后评估计划进行评估。该项目正在记录教师的学习，并密切研究来自马萨诸塞州和佛蒙特州城市，郊区和农村学校的18个科学教室中的讨论模式变化。该项目的产品和研究结果通过会议演讲和在适当的专业期刊上的文章发布而广泛传播。