Online Deliberate Practice to Develop Questioning and Discussion Techniques of Undergraduate STEM Students Who Plan to Become Teachers

在线刻意练习培养计划成为教师的本科 STEM 学生的提问和讨论技巧

• 批准号: 2020972
• 负责人: John Pecore
• 金额: $ 29.29万
• 依托单位: University of West Florida
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-10-01 至 2023-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2020972&HistoricalAwards=false
• 关键词: Online; Deliberate; Practice; Develop; Questioning

This project aims to serve the national interest in excellent STEM education by creating a practice-based online learning experience for future STEM teachers. Many STEM teachers enter the classroom with limited experience asking effective questions and facilitating productive STEM class discussions. This project will develop online experiences to help future STEM teachers develop valuable teaching, questioning, and discussion skills before beginning classroom field experiences. Teacher skills have been correlated with teacher turnover, job satisfaction, and student outcomes. Thus, improving teaching skills has the potential to increase persistence in teaching careers. To foster teaching skill development, the online learning experiences in a simulated classroom will provide repeated opportunities for STEM undergraduate students to practice teaching skills. This approach includes deliberate practice within simulations, timely peer and mentor feedback, and guided self-reflection. All feedback will be based on the Danielson (2013) rubric allowing transferability of findings to other settings and providing information that is independent of the experts providing the feedback. Anticipated project outcomes include the development of effective practice-based teacher education learning experiences, replication of online instructional activities, and preparation of future teachers to ask effective questions and encourage stimulating STEM discussions.This project engages undergraduate preservice STEM students through the online instructional platforms, Mursion™ and Canvas™. Canvas™ provides a comprehensive learning management system that will enable the undergraduate pre-service teachers to engage in deliberate practice. For example, they can record their actions, post the recording, receive feedback, and use the feedback to improve their actions. Mursion™ provides a simulated classroom environment using avatar students. Through these virtual platforms, the future teachers can engage in repeated practice to develop skills in creating and posing specific questions to elicit evidence of STEM student understanding. Using a mixed-methods research design, the project has potential to advance: (1) practice-based undergraduate preservice STEM teacher preparation; (2) the use of online platforms to create synchronous and asynchronous STEM teacher skill practice opportunities; and (3) an infrastructure to develop questioning and discussion techniques that could be replicated for other important teaching skills. Results of this project will be disseminated through professional avenues (i.e. national and local conferences and peer-reviewed journals), the NSF video showcase, and a project website. This project will benefit the STEM education community by providing online, replicable practice-based approaches that can be used for teacher preparation. This project’s practice-based teacher preparation approach, practice-based instructional activities, and online infrastructure will be replicable by other teacher preparation programs. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.

该项目旨在通过为未来的 STEM 教师创造基于实践的在线学习体验，服务于国家利益。许多 STEM 教师在进入课堂时提出有效问题并促进富有成效的 STEM 课堂讨论。教师技能与教师流动率、工作满意度和学生成绩相关，因此，提高教学技能有可能提高教学的持久性。为了促进教学技能的发展，在线学习体验。在模拟课堂上为 STEM 本科生提供反复练习教学技能的机会，这种方法包括在模拟中进行仔细练习、及时的同伴和导师反馈以及指导性的自我反思。所有反馈都将基于 Danielson (2013) 的准则。研究结果可转移到其他环境，并提供独立于提供反馈的专家的信息。预期的项目成果包括开发有效的基于实践的教师教育学习经验、复制在线教学活动以及为未来的教师提出有效的问题做好准备。并鼓励刺激STEM 讨论。该项目通过在线教学平台 Mursion™ 和 Canvas™ 吸引本科生职前 STEM 学生，提供全面的学习管理系统，使本科生职前教师能够进行刻意练习。记录他们的行为，发布记录，接收反馈，并利用反馈来改进他们的行为 Mursion™ 通过这些虚拟平台提供了一个模拟的课堂环境，未来的教师可以进行重复练习来培养创造和发展的技能。提出具体问题以引出该项目采用混合方法研究设计，有潜力推进：(1) 基于实践的本科生职前 STEM 教师准备；(2) 使用在线平台创建同步和异步 STEM 教师技能实践。机会；(3) 开发提问和讨论技巧的基础设施，这些技巧可用于其他重要的教学技能，该项目的成果将通过专业途径（即国家和地方会议和同行评审期刊）传播。 NSF 视频展示和项目网站。该项目将通过提供可用于教师准备的在线、可复制的实践方法，使 STEM 教育社区受益。 NSF IUSE：EHR 计划支持研究和开发项目，以提高所有学生的 STEM 教育的有效性，该计划支持创造、探索和学习。实施有前途的做法和该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Science Teacher Candidates’ Questioning and Discussion Skill Performance in a Virtual Simulation Using Experiential Deliberate Practice

科学教师候选人 - 使用体验式刻意练习在虚拟模拟中表现提问和讨论技能

• DOI: 10.1080/1046560x.2022.2111775
• 发表时间: 2023-05
• 期刊: Journal of Science Teacher Education
• 影响因子: 1.9
• 作者: Pecore, John L.;Nagle, Corey;Welty, Tadlee;Kim, Minkyoung;Demetrikopoulos, Melissa
• 通讯作者: Demetrikopoulos, Melissa

Holistic virtual simulation platform for pre-service teachers’ questioning and discussion skill developmen

用于职前教师提问和讨论技能培养的整体虚拟模拟平台

• 发表时间: 2022-01
• 期刊: Proceedings of Society for Information Technology & Teacher Education International Conference
• 作者: Kim; M.
• 通讯作者: M.