Conference: Identifying Challenges for Elementary Educators: Implementing the Oklahoma Academic Science Standards

会议：确定小学教育工作者面临的挑战：实施俄克拉荷马州学术科学标准

• 批准号: 1743831
• 负责人: Victoria Jackson
• 金额: $ 4.98万
• 依托单位: University of Central Oklahoma
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-09-01 至 2018-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1743831&HistoricalAwards=false
• 关键词: Conference; Identifying; Challenges; Elementary; Educators

This conference seeks to address a persistent challenge for pre-service teacher education programs, that is, how to align what occurs in the preparation of elementary teachers related to science with the expectations set forth in state standards for science. The project will provide support to stakeholders across the state of Oklahoma to come together in a workshop to generate ideas related to changing the elementary teacher preparation curriculum in science. Participants will include science and education faculty at the University of Central Oklahoma, Oklahoma City metropolitan area elementary school teachers and administrators, and various state and local non-profit agencies and organizations, such as the Oklahoma State Department of Education. At least four additional institutions of higher education (3 private and one public) with elementary teacher preparation programs, will participate as well. A synthesis document of discussions and consensus outcomes, will be produced and disseminated beyond workshop participants to the Oklahoma Academy of Science, the Oklahoma Science Teachers, and more, as well as published on the College of Mathematics and Science website. The process by which this statewide effort achieves it intents will be documented to inform other like-minded state efforts. This endeavor to provide support for influencing the undergraduate preparation of elementary teachers in science is supported by the Improving Undergraduate STEM Education program of the National Science Foundation.This project will convene a one-day workshop among university, school district, and non-profit entities to come to consensus on the essential science content and pedagogical approaches necessary for elementary teachers to implement the state science standards. Recorders will serve to document both the shared vision related to the preparation of pre-service teachers in science emanating from the workshop, as well as the process by which this outcome was obtained. This project will create or reinforce new partnerships among university content experts, elementary educators, and stakeholders (local and state non-profit curriculum developers such as public utilities, and zoos and museums) who provide resources to elementary teachers. The shared vision document will provide the basis for development or revision of instructional approaches and materials that can first be introduced in pre-service education programs and then used to teach the necessary content and pedagogical approaches consistent with state standards and best practices. These materials can then be used by the nascent elementary teachers in their classrooms as they support students in learning science in their early years. This workshop will identify the appropriate foundational content knowledge and pedagogically sound curriculum approaches that will provide future elementary educators with an experience of phenomenologically nature-based elementary education. This will allow for the better engagement of students in science education and will also generate a better understanding of the resources available for science educators in utilizing natural world examples, as well as identify cross-disciplinary strategies. Using the shared vision, university faculty can develop university courses specifically for elementary teachers. This has important intellectual merit as the potential exists to provide high-quality, scientifically literate elementary teachers for the schools across the state while also impacting university science and engineering faculty's understanding of the needs of area elementary schools. The overarching intent of this effort, the understanding of science through attainable, comprehensible "real world" examples by pre-service teachers and their students has the potential to broaden participation and allows students to be excited about learning science. The partnerships created among university scientists and elementary educators, as well as elementary classroom teachers, administrators and stakeholder non-profit entities, through this seminal workshop and the generation of a shared vision for the science preparation of pre-service elementary teachers, also has the potential to serve as the seed of future collaborations.

这次会议旨在应对服务前教师教育计划的持续挑战，也就是说，如何使与科学相关的基本教师的准备与州科学标准中的期望保持一致。 该项目将为俄克拉荷马州的利益相关者提供支持，以在研讨会中聚集在一起，以产生与改变科学教师准备课程有关的想法。 参与者将包括俄克拉荷马州中央大学，俄克拉荷马城都会地区小学教师和管理人员的科学和教育教师，以及俄克拉荷马州教育部等各个州和地方非营利机构和组织。 至少有四个具有基础教师准备计划的高等教育机构（3个私人和一名公众）也将参加。讨论和共识成果的综合文件将在俄克拉荷马州科学院，俄克拉荷马州科学教师等工作室参与者之外生产和传播，并在数学与科学学院网站上发表。 这项全州努力实现其意图的过程将记录在其他志趣相投的州努力中。 这项努力为影响科学领域的小学教师的本科准备提供支持的这项努力得到了国家科学基金会的改善本科STEM教育计划。该项目将在大学，学区和非营利组织之间进行为期一天的研讨会，以在基本的科学内容和教学教师的基本科学方面达成共识，以实施基本科学的基本科学，以实现基本的科学。 录音机将有助于记录与研讨会发出的科学前教师的共同愿景，以及获得这种结果的过程。 该项目将在大学内容专家，小学教育者以及利益相关者（本地和州非营利课程开发人员，例如公共事业，Zoos and Museums）之间建立或加强新的合作伙伴关系，他们为小学教师提供资源。 共享的愿景文件将为开发或修订教学方法和材料的开发或修订基础，这些方法和材料首先在服务前教育计划中引入，然后用来教授与州标准和最佳实践一致的必要内容和教学方法。 然后，这些材料可以由新生的小学教师在课堂上使用，因为他们早年支持学习科学的学生。 该研讨会将确定适当的基础内容知识和教学上合理的课程方法，这些方法将为未来的基础教育者提供基于现象学的基础教育的经验。 这将使学生更好地参与科学教育，还将更好地了解科学教育者利用自然世界实例的资源，并确定跨学科的策略。 使用共同的愿景，大学教师可以专门为小学教师开发大学课程。 这具有重要的智力优点，因为潜在的潜力是为全州的学校提供​​高质量的，科学的识字基础教师，同时还影响了大学科学和工程学院对地区小学需求的理解。 这项努力的总体意图，通过前职前教师及其学生可以实现，可理解的“现实世界”实例对科学的理解有可能扩大参与的参与，并使学生能够对学习科学感到兴奋。 通过这个开创性的研讨会以及对科学准备工作前的基础教师的科学准备，在大学科学家和基础教育者以及基础课堂教师，管理人员和利益相关者非营利实体之间建立了伙伴关系，也有可能充当未来合作的种子。