Modeling for Understanding Physical Phenomena and Engaging Pre-Service Teachers in Science

用于理解物理现象和让职前教师参与科学的建模

基本信息

批准号：
2142641
负责人：
Jaclyn Murray
金额：
$ 29.99万
依托单位：
AUGUSTA UNIVERSITY RESEARCH INSTITUTE, INC.
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 2025-09-30
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2142641&HistoricalAwards=false
关键词：
Modeling Understanding Physical Phenomena Engaging

项目摘要

This project aims to serve the national interest by preparing elementary school teachers to integrate model-based inquiry into the curriculum to enhance student learning of science. In elementary schools, science is often taught utilizing English language arts best practices. Children read about and memorize science facts instead of engaging in science practices to develop scientific knowledge. In efforts to build prospective elementary science teacher understanding of, ability to, and preparedness for teaching using model-based inquiry (MBI) the project aims to situate MBI into a physical science course. The Modeling for Understanding Physical Phenomena and Engaging Teachers in Science (MUPPETS) project will develop a physical science course for prospective elementary teachers (to be taken prior to the science education methods course) in which the preservice teachers are learners of science in an environment that utilizes science education research-based pedagogical approaches. Pre-service teacher gain experience learning science using techniques well suited for elementary students and in accordance with the Next Generation Science Standards. When prospective elementary teachers enter the science education methods course, the physical science course experience is a familiar context to draw upon, an opportunity not typically found in elementary education teacher preparation programs.The purpose of the MUPPETS project is to determine how prospective elementary teachers engage with model-based inquiry (MBI) that centers on gathering and making sense of data and peer-to-peer discourse. More specifically, this project seeks to understand how making sense of phenomena through collaborative discussions influences the composition and substance of models and explanations across model iterations to establish the impact on their understanding of (1) physical science, science, and universal epistemological views; (2) meta-modeling knowledge; and (3) modeling practice. Data is analyzed using a mixed-methods approach employing a quantitative analysis of pre-and post-survey data to assess prospective elementary teachers’ views of knowledge (epistemology) and meta-modeling knowledge before and after engaging in MBI. The qualitative data component of the research includes the observed written explanations and think-aloud protocol to characterize types of modeling practice that pre-service elementary teachers use to explain phenomena through the visual, written, and oral representations they create across five sets of iterative models. 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. 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.

该项目旨在通过准备小学教师将基于模型的调查整合到课程中，以增强科学的学生学习来实现国家利益。在小学中，科学经常是使用英语艺术最佳实践教授的。孩子们阅读并记住科学事实，而不是从事科学实践以发展科学知识。为了建立前瞻性基础科学教师对使用基于模型的探究（MBI）教学能力和准备的理解（MBI）的理解，该项目旨在将MBI置于物理科学课程中。理解身体现象和吸引教师参与科学（MUPPET）项目的建模将为潜在的小学教师（将在科学教育方法课程之前进行）开发物理科学课程，在该课程中，前者教师在利用科学教育研究基于研究的教学方法的环境中是科学的学习者。职前教师使用非常适合小学生的技术学习科学的经验，并且按照下一代科学标准。当潜在的基础教师进入科学教育方法课程时，物理科学课程的经验是一个熟悉的背景，通常在基础教育教师准备计划中找不到的机会。Muppets项目的目的是确定潜在的基本教师如何与基于模型的询问（MBI）互动，以收集和使数据和peer到peer toger-epeer toge和peeer cource的中心集中。更具体地说，该项目试图通过协作讨论来理解对现象的理解，从而影响模型的组成和实质，以及跨模型迭代的解释，以建立对他们对（1）物理科学，科学和普遍认识论观点的理解的影响；（2）元模型知识；（3）建模实践。使用混合方法方法分析数据，该方法采用了调查后数据的定量分析来评估前瞻性基本教师对知识的看法（认识论）和参与MBI之前和之后的元模型知识。该研究的定性数据组成部分包括观察到的书面解释和思考协议，以表征前服务的基础教师使用的建模实践的类型，用于通过视觉，书面和口头表征来解释现象，它们在五个迭代模型中创建。 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。通过订婚的学生学习轨道，该计划支持了承诺实践和工具的创建，探索和实施。该奖项反映了NSF的法定任务，并通过使用基金会的知识分子优点和更广泛的影响评估标准来评估诚实的支持。