Virtual Galápagos: A Novel, Project-Based Approach to Training Pre-Service STEM Teachers in Innovative Pedagogical Design

虚拟加拉帕戈斯：一种新颖的、基于项目的方法，用于培训职前 STEM 教师进行创新教学设计

• 批准号: 2141253
• 负责人: Karen Harpp
• 金额: $ 30万
• 依托单位: Colgate University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2141253&HistoricalAwards=false
• 关键词: Virtual; Gal; pagos; Novel; Project; Virtual; Gal; pagos; Novel; Project

This project aims to serve the national interest by implementing an alternative approach to STEM teacher preparation that is grounded in a highly collaborative, project-based structure. For 2 summers, a diverse cohort of 10 undergraduate pre-service teachers from across rural New York State will engage in a 10-week, project-based experience to learn student-centered pedagogical design methods by using them to create an inquiry-driven, interactive, interdisciplinary science website for grades 3-5. The curricular materials designed by the pre-service teachers will encourage elementary students to employ evidence-based practices as they address scientific questions about the Galápagos Islands, carefully aligned with Next Generation Science Standards and delivered at a critical point to fuel interest in science. Curricular materials will be piloted in local schools, professional development workshops, and by pre-service teachers prior to being widely disseminated. As a result of the program, the future teacher participants will be equipped with the skills, knowledge, and dispositions necessary to create pedagogical materials that utilize proven project-based methods for enhancing student persistence in STEM; as the pre-service teachers gain proficiency using student-centered pedagogies, their instructional abilities improve, creating a positive feedback loop in which they, in turn, inspire their own P-12 students to pursue STEM careers. The new curricular materials will be free to all and available in English and Spanish, to expand their utility to underserved groups in rural settings. Furthermore, two new courses on pedagogical design in STEM and technology use in the classroom will be created at Colgate University, filling critical gaps in the existing Teacher Preparation Program. By engaging pre-service teachers in an intensively collaborative pedagogical design process, the project will address three urgent needs in STEM education: limited science training and curricular resources for elementary teachers, the national shortage of quality STEM teachers, and the lack of STEM teachers in rural districts. Over the course of the project, a cohort of 20 undergraduate pre-service teachers will learn how to integrate emerging educational technologies using design-based frameworks into inquiry-based classrooms, an especially important training opportunity in rural, under-resourced districts post-pandemic. The project will build a learning environment of diverse individuals committed to STEM teaching in rural districts, to support recruitment and persistence of STEM teachers in such communities. Underserved groups will be strongly represented in the cohort and greater learning community, providing diverse, scientist role models and mentors for participants. Our knowledge-generation research will examine how pre-service STEM teachers approach curricular tasks to produce educational products in a design-based setting, informing teacher preparation programs about best practices to train and retain high quality childhood educators. Furthermore, our teacher-preparation model stresses the need for global curricular perspectives that feature an international bio-geologic treasure, the Galápagos Islands, but which can be adapted to address science issues in any location that offers depth of science content and significance. Thus, our project will result in a replicable, transferable teacher-training system adaptable for other institutions interested in preparing high-quality STEM teachers in student-centered pedagogy using design-thinking methods. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Partial funding is from the Robert Noyce Teacher Scholarship program.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.

该项目旨在通过实施一种基于高度协作，基于项目的结构的替代方法来实现国家利益。对于两个夏季，来自纽约州农村地区的10个本科生的多样性队列将通过10周，基于项目的经验来学习以学生为中心的教学设计方法，通过使用它们来创建询问，互动，互动，互动，跨学科的科学网站3-5年级3-5。由职前教师设计的课程材料将鼓励小学生以循证循证惯例来解决有关加拉帕戈斯群岛的科学问题，并认真地与下一代科学标准保持一致，并在关键点促进了对科学兴趣的关键点。课程材料将在当地学校，专业发展研讨会和职前教师中进行试验，然后才被广泛传播。该计划的结果是，未来的教师参与者将配备创建教学材料所需的技能，知识和性格，这些教学材料利用基于项目的基于项目的方法来增强学生在STEM中的持久性；随着职前教师使用以学生为中心的教学法获得熟练程度，他们的教学能力提高了，创造了积极的反馈循环，从而激发自己的P-12学生从事STEM职业。新的现代材料将是免费的，并以英语和西班牙语提供，以在粗糙的环境中将其实用程序扩展到服务不足的群体。此外，高露洁大学将创建有关STEM和技术使用的教学设计的两种新课程，并填补了现有教师准备计划中的关键空白。通过让职前教师参与强度协作的教学设计过程，该项目将解决STEM教育的三种紧急需求：有限的科学培训和基础教师的现代资源，国家缺乏优质的STEM教师以及农村地区的STEM教师的缺乏。在整个项目过程中，由20个本科生组成的队列将学习如何使用基于设计的框架将新兴教育技术整合到基于探究的教室中，这是在流程后水资源不足的农村地区特别重要的培训机会。项目将建立一个学习环境的，这些学习环境由致力于在粗糙地区进行STEM教学的各种个人，以支持此类社区中STEM教师的招聘和持久性。服务不足的群体将在队列和更大的学习社区中得到强有力的代表，为参与者提供潜水员，科学家的榜样和导师。我们的知识生成研究将研究工作前的STEM教师如何处理课程任务，以在基于设计的环境中生产教育产品，从而为教师准备计划提供有关培训和保留高质量童年教育者的最佳实践的计划。此外，我们的教师准备模型强调了具有国际生物地址宝藏（加拉帕戈斯群岛）的全球现代观点的需求，但可以适应在任何位置提供科学内容和重要性深度的科学问题。这就是我们的项目将导致一个可复制的，转移的教师培训系统适应其他有兴趣使用设计思维方法以学生为中心的教学法的机构。 NSF IUSE：EHR计划支持研发项目，以提高所有学生STEM教育的有效性。部分资金来自罗伯特·诺伊斯（Robert Noyce）教师奖学金计划。该奖项反映了NSF的法定任务，并被认为是通过基金会的知识分子优点和更广泛的影响评论标准来评估值得支持的。