Study of Preservice Teachers' Science Content Knowledge and Pedagogical Content Knowledge

职前教师科学内容知识与教学内容知识研究

• 批准号: 2013263
• 负责人: Philip Sadler
• 金额: $ 183.18万
• 依托单位: Harvard University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2013263&HistoricalAwards=false
• 关键词: Study; Preservice; Teachers; Science; Content

This project aims to serve the national interest by improving the preparedness of pre-service STEM teachers. For the nation to remain competitive in a global economy driven by technology, excellent STEM teachers are needed to prepare new generations of a large and highly competent STEM workforce. Toward this end, the project will conduct a nationwide study of the strengths and weaknesses of STEM and teaching knowledge of individuals who will soon enter the STEM teaching workforce. By examining these pre-service teacher experiences before and during their preparation, this research seeks to reveal the experiences that optimize teacher knowledge for effective science teaching. It will also assess the prevalence and efficacy of novel approaches developed for pre-service teacher preparation, which can provide policy makers with information to inform the design and expansion of pre-service teaching programs. It is anticipated that the work will also lead to more efficient use of scarce resources. Any pre-service teacher will be able to use the assessment instruments at no cost for self-assessment. Undergraduate instructors of both science and education courses will also be able to use these assessment to gauge the knowledge of incoming students, as well as the knowledge gains they experience over the duration of their course. Results of this research have the potential to identify the most promising features of undergraduate pre-service programs for future implementation. Making use of psychometrically valid and reliable assessments previously developed by the project team with NSF support, the study will characterize two essential types of teacher knowledge: 1) subject matter knowledge; and 2) pedagogical content knowledge concerning the common preconceptions and misconceptions held by learners, reflecting stages in student learning progressions. High levels of these two kinds of teacher knowledge have been shown to predict large student gains in science classrooms. Using data collected from a survey accompanying each assessment, pre-service teachers’ knowledge will be modeled in multiple linear regressions to determine the predictive contribution of knowledge acquired prior to college (from high school grades, coursework, and standardized science scores), the number and type of college courses taken, attributes of their teacher preparation program and student teaching experiences, as well as demographic variables. Administration of these assessments and surveys to 2,000 undergraduate pre-service teachers by faculty in 100 science methods classes will ensure a large and comprehensive national sample of new teachers, including elementary school generalists, elementary science specialists, and middle school and high school science teachers, because virtually all those intending to teach science take these classes. Pre-service teachers will be able to choose the assessment that most closely aligns with their intended content focus and grade level, along with any subjects that they may teach. The project has the potential to contribute to improving the training of pre-service science teachers. This project is supported by the NSF IUSE: EHR program, which supports research and development projects to improve the effectiveness of STEM education for all students. It is a Level 3 Engaged Student Learning project that addresses the IUSE: EHR Pre-service STEM Education and Research/Evaluation/Assessment areas.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.

该项目的目的是通过改善服务前STEM教师的准备来服务国家利益。为了使国家在由技术驱动的全球经济中保持竞争力，需要出色的STEM教师来准备大型且高度胜任的STEM劳动力的新一代。为此，该项目将对STEM的优势和缺点进行全国研究，并对很快进入STEM教学劳动力的个人进行教学知识。通过在准备前后检查这些职前教师的经验，本研究试图揭示优化教师知识以进行有效科学教学的经验。它还将评估为服务前教师准备而开发的新方法的普遍性和有效性，该方法可以为政策制定者提供信息，以告知服务前教学计划的设计和扩展。预计这项工作还将导致更有效地利用稀缺资源。任何职前老师都可以免费使用评估工具进行自我评估。科学和教育课程的本科讲师也将能够使用这些评估来评估入学学生的知识，以及他们在课程期间所获得的知识。这项研究的结果有可能确定本科生学前计划的最有希望的特征，以供将来实施。该研究利用项目团队先前由NSF支持进行的精神法法法法上有效和可靠的评估，该研究将描述两种基本的教师知识类型：1）主题知识； 2）有关学习者所拥有的共同成见和错觉的教学内容知识，反映了学生学习进度的阶段。这两种教师知识中的高水平已被证明可以预测科学教室中的学生成就。使用从每项评估的调查中收集的数据，职前教师的知识将以多种线性回归进行建模，以确定大学之前获得的知识的预测贡献（从高中成绩，课程工作和标准化的科学评分），所学的大学课程的数量和类型，他们的教师准备课程和学生教学经历的属性和属性。在100种科学方法课程中对2,000名本科生的教师对这些评估和调查进行管理，将确保大量，全面的全国性新教师样本，包括小学通才，小学科学专家，中学和高中科学教师，因为几乎所有那些打算教授科学的人都参加了这些课程。职前教师将能够选择与他们预期的内容重点和年级水平以及他们可能教授的任何科目最紧密相符的评估。该项目有可能为改善职前科学教师的培训做出贡献。该项目得到了NSF IUSE：EHR计划的支持，该计划支持研发项目，以提高所有学生STEM教育的有效性。这是一个3级参与的学生学习项目，涉及IUSE：EHR职前STEM教育和研究/评估/评估领域。该奖项反映了NSF的法定任务，并通过基金会的智力优点和更广泛的影响来评估NSF的法定任务。