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.

该项目旨在通过提高入职前 STEM 教师的高度准备来服务于国家利益。为了让国家在技术驱动的全球经济中保持竞争力，需要优秀的 STEM 教师来培养新一代的大量有能力的 STEM 劳动力。为此，该项目将在全国范围内研究 STEM 的优势和劣势，以及即将进入 STEM 教学队伍的个人的教学知识，通过检查这些职前教师在准备之前和期间的经验。揭示优化教师知识以提高效率的经验它还将评估为职前教师准备开发的新方法的普遍性和有效性，这可以为政策制定者提供信息，以指导职前教学计划的设计和扩展。任何职前教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教师也可以使用这些评估来衡量知识。即将入学的学生以及他们所获得的知识这项研究的结果有可能确定本科生职前课程最有前途的特征，以供未来实施，该研究利用了项目团队先前在 NSF 支持下开发的有效且可靠的心理测量。将表征教师知识的两种基本类型：1）主题知识；2）关于学习者常见的先入之见和误解的教学内容知识，反映了学生学习进展的阶段这两种教师知识的高水平。预测利用每次评估所附带的调查收集的数据，对职前教师的知识进行多元线性回归建模，以确定大学之前获得的知识（来自高中成绩、课程作业和学习）的预测贡献。标准化科学分数）、所修大学课程的数量和类型、教师准备计划的属性和学生教学经验，以及教师对 100 种科学方法中的 2,000 名本科职前教师进行的这些评估和调查的管理。课程将确保大而全国新教师样本，包括小学通才、小学科学专家以及初中和高中科学教师，因为几乎所有打算教授科学的人都可以选择大多数的评估课程。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密切相关。该项目有可能有助于改善职前科学教师的培训。该项目得到了 NSF IUSE：EHR 计划的支持。支持研究和开发项目，以提高效率这是一个针对所有学生的 3 级参与式学生学习项目，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 的法定使命，并被认为值得通过使用评估来支持。基金会的智力价值和更广泛的影响审查标准。