A Model of Educational Transformation: Developing a Community of Faculty Implementing Next Generation Physical Science and Everyday Thinking

教育转型模式：发展实施下一代物理科学和日常思维的教师社区

• 批准号: 1626496
• 负责人: Edward Price
• 金额: $ 287.73万
• 依托单位: California State University San Marcos Corporation
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-09-01 至 2022-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1626496&HistoricalAwards=false
• 关键词: Model; Educational; Transformation; Developing; Community

This project addresses a critical aspect of science education, that of preparing elementary teachers to be knowledgeable of physical science concepts and confident in engaging early grade students in exploring physical science. Moreover, this project seeks to address the first recommendation of the President's Council of Advisors on Science and Technology Engage to Excel report, to "catalyze widespread adoption of empirically validated teaching practices." This project will tackle a core challenge associated with moving beyond dissemination to implementation, impact, and sustainability. It will engage a community of faculty, professors of physics and of physics education, in course transformation and continued professional development through the implementation of and research on an existing physical science curriculum for pre-service elementary teachers, the Next Generation Physical Science and Everyday Thinking (Next Gen PET) curriculum, which is aligned with the Next Generation Science Standards (NGSS), and the National Research Council K-12 Science Education Framework. Preliminary data indicate the effectiveness of these materials. However, the simple availability of these materials does not ensure their adoption by a wider audience; rather, research indicates that "develop and disseminate" approaches have limited impact. This project will instead form a community of instructors that can share expertise, and document implementation strategies, challenges, and lessons learned. This community will engage 50 faculty members from across the country in course transformation using Next Gen PET, and will reach more than 7000 students during the project. Long-term impacts will include a large group of prospective elementary teachers better prepared to meet the challenges of teaching NGSS-aligned activities to their future students, as well as a community of expert practitioners and advocates who can engage in educational transformation in the larger physics education community. Three goals guide the project. The first is to establish and engage the Next Gen PET community of practice, consisting of project leadership and faculty implementers. The community of practice (CoP) will include three tiers: the project leadership, a small group of experienced PET instructors called the expert-cadre (already identified), and a larger expanded-cadre. Goal two is to evaluate direct impacts on faculty and students. The third goal is to contribute to the research base on faculty change and educational transformation. This project hypothesizes that faculty involvement in a structured and supported CoP will lead to far-reaching and sustainable educational transformation. The project's research agenda will examine this conjecture by investigating an overarching question: To what extent does the Next Gen PET community of practice lead to effective educational transformation? The research design uses an embedded systems or ecological perspective on human development where individual faculty are seen to influence the development of the community and the community is seen as influencing the development of faculty (Cole, 1996; Rogoff, 2003). Several levels of research will contribute to addressing the overarching question above. Community-level: How does the CoP get established and how does the CoP develop discursive norms around effective pedagogical practice over time? Faculty-level (a): Does the CoP support faculty in responding to known challenges associated with course transformation efforts (which are often barriers to change in the standard dissemination models)? Faculty-level (b): What are the partial and conditional ways faculty take-up the Next Gen PET materials and core pedagogical practices over time? Broad Community-level: To what extent does the CoP model impact faculty not directly involved in the CoP? Ultimately, this project will contribute to a more informed, scientifically literate population and to the literature on educational transformation and faculty change. This project contributes to the improvement of undergraduate education as it attends to the NSF-IUSE framework which "promotes new and exciting approaches to using research on STEM learning and education to address STEM education challenges across and within institutions, as well as within and across specific disciplines."

该项目介绍了科学教育的一个关键方面，即使小学教师了解物理科学概念并有信心吸引早期学生参与探索物理科学。 此外，该项目旨在解决总统科学技术顾问委员会参与Excel报告的第一个建议，以“催化广泛采用经验验证的教学实践”。该项目将应对与超越传播到实施，影响和可持续性相关的核心挑战。 它将通过实施和研究对现有的物理科学课程的实施和研究来吸引一个教师，物理学教授和物理教育教授，以及继续专业发展，并研究了服务前基础教师，下一代物理科学和日常思维（下一代PET）课程，该课程与下一代科学标准（NGSS）和国家研究委员会K-12科学委员会K-12科学委员会（NGSSSSSSSSSSSSSS）保持一致。初步数据表明这些材料的有效性。但是，这些材料的简单可用性不能确保其受众的采用。相反，研究表明“发展和传播”方法的影响有限。该项目将组成一个可以共享专业知识并记录实施策略，挑战和经验教训的教师社区。该社区将使用下一代PET与全国各地的50名教职员工互动，并将在该项目期间吸引7000多名学生。长期的影响将包括一大批潜在的基础教师，以便更好地准备应对NGSS与未来的学生进行教学的挑战，以及一个可以在较大的物理教育社区中从事教育转型的专家实践者和倡导者社区。三个目标指导项目。首先是建立和参与下一个由项目领导和教师实施者组成的下一个宠物社区。实践社区（COP）将包括三个层次：项目领导力，一小群经验丰富的宠物指导员，称为专家卡（已经确定），以及更大的扩展卡。目标二是评估对教师和学生的直接影响。第三个目标是为教师变革和教育转型的研究基础做出贡献。该项目假设教师参与结构化和支持的警察将导致深远和可持续的教育转型。该项目的研究议程将通过调查一个总体问题来审查这一猜想：下一个宠物的实践社区在多大程度上导致有效的教育转型？该研究设计使用对人类发展的嵌入式系统或生态学观点，在该系统中，人们认为个人教师会影响社区的发展，社区被视为影响教师的发展（Cole，1996; Rogoff，2003）。 几个级别的研究将有助于解决上述总体问题。社区级别：警察如何建立，警察如何随着时间的流逝而围绕有效的教学实践制定话语规范？教师级别（A）：COP支持教师应对与课程转型工作相关的已知挑战（通常是标准传播模型变化的障碍）？教师级别（B）：随着时间的推移，教师的局部和有条件方法是什么？广泛的社区层面：COP模型在多大程度上影响教师不直接参与COP？ 最终，该项目将有助于更加知识，科学的识字人群以及有关教育转型和教师变革的文献。 该项目有助于改善本科教育，因为它参与了NSF-IUSE框架，该框架“促进了使用STEM学习和教育研究来应对机构内外以及内部和整个特定学科的STEM教育挑战的新的令人兴奋的方法”。