Preparing Future Secondary STEM Teachers to Integrate Authentic Experiences into their High-Needs Classrooms using Regional Real-World Contexts

帮助未来中学 STEM 教师利用区域现实世界背景将真实体验融入高需求的课堂

• 批准号: 2151023
• 负责人: Gregory Chamblee
• 金额: $ 119.92万
• 依托单位: Georgia Southern University Research and Service Foundation, Inc
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-04-01 至 2027-03-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2151023&HistoricalAwards=false
• 关键词: Preparing; Future; Secondary; STEM; Teachers

The project aims to serve the national need of preparing high-quality secondary preservice Biology, Chemistry, Physics, and Mathematics teachers who can integrate authentic contexts into their classrooms. The goal of authentic experiences is to model how scientists think about solving a problem. Authentic experiences provide a real-world context when learning state-adopted content standards. These experiences engage students in broadening their critical thinking skills while furthering their understanding of regional real-world STEM issues they will encounter during their studies and after graduation. For teachers to have the ability to create and implement authentic experiences for their students, they will benefit from being engaged in such experiences. This project will provide two real-world summer experiences where preservice teachers will work with university faculty, researchers, and mentor teachers to develop content and pedagogically rich curriculum to implement in their classrooms and field experiences. Likewise, they will develop assessments to explore the impact of the curriculum. High impact teaching practices can lead to higher engagement in STEM and build a strong STEM workforce to address national and global problems in science, technology, engineering, and mathematics.This project at Georgia Southern University, a public research university, includes partnerships with Evans County Charter School System, Savannah-Chatham Public School System, Georgia Southern University Botanical Garden and Center for STEM Education, and Skidaway Island Marine Extension. The project has four fundamental goals. First, the project aims to provide K-12 internships for six freshman and sophomore STEM majors to help generate and sustain their interest in teaching. A second goal is to provide scholarships and to graduate eighteen (18) high-achieving undergraduate biology, chemistry, mathematics, or physics majors who are certified to teach in their major areas at the secondary level. A third goal is to place these graduates in high-need school districts and then provide mentoring and other induction support for six years following their graduation. Fourth, the project team will create, implement, study, and maintain an integrated synchronous and asynchronous reflective teaching community of practice model. In the process, the investigators will explore how focused seminar experiences, in addition to program coursework, can impact preservice readiness to successfully complete clinical practice and first-year teaching. Project outcomes will provide insight into how a community of practice model can longitudinally impact program innovation and teacher retention in high-needs schools. In addition, the project will provide strategies for developing and integrating authentic contexts in secondary STEM classrooms. The project also has potential to impact how preservice teacher education programs are structured, how lesson planning strategies are taught, and how mentoring strategies to help preservice teachers develop skills and dispositions to work in high-needs schools are designed. Resources developed and project evaluation findings will be disseminated via regional, state, national, and international sources, including STEM conferences, peer-reviewed publications, and various internet applications. This Track 1: Scholarships and Stipends project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the effectiveness and retention of K-12 STEM teachers in high-need school districts.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.

该项目旨在满足国家培养高素质中学职前生物、化学、物理和数学教师的需求，他们可以将真实的环境融入课堂。真实体验的目标是模拟科学家如何思考解决问题。在学习国家采用的内容标准时，真实的体验提供了真实世界的背景。这些经历让学生拓宽他们的批判性思维技能，同时加深他们对学习期间和毕业后将遇到的地区现实 STEM 问题的理解。对于教师来说，如果他们有能力为学生创造和实施真实的体验，他们将从参与这些体验中受益。该项目将提供两个真实世界的暑期体验，职前教师将与大学教师、研究人员和指导教师合作，开发内容和教学丰富的课程，以在课堂和现场经验中实施。同样，他们将开展评估来探索课程的影响。高影响力的教学实践可以提高 STEM 的参与度，并建立一支强大的 STEM 劳动力队伍，以解决科学、技术、工程和数学方面的国家和全球问题。佐治亚南方大学是一所公立研究型大学，该项目包括与埃文斯县的合作伙伴关系特许学校系统、萨凡纳-查塔姆公立学校系统、佐治亚南方大学植物园和 STEM 教育中心以及斯基德威岛海洋扩建项目。该项目有四个基本目标。首先，该项目旨在为六名 STEM 专业的大一和大二学生提供 K-12 实习机会，以帮助激发和维持他们对教学的兴趣。第二个目标是提供奖学金并培养十八 (18) 名在生物学、化学、数学或物理专业取得优异成绩的本科生毕业，这些学生经过认证可以在其专业领域进行中学教学。第三个目标是将这些毕业生安置在高需求学区，然后在毕业后六年内提供指导和其他入职支持。第四，项目组将创建、实施、研究和维护一个集成的同步和异步反思性教学实践模型社区。在此过程中，研究人员将探讨除了项目课程外，重点研讨会的经验如何影响入职前的准备工作，以成功完成临床实践和第一年的教学。项目成果将深入了解实践社区模式如何纵向影响高需求学校的项目创新和教师保留。此外，该项目还将提供在中学 STEM 课堂中开发和整合真实环境的策略。该项目还有可能影响职前教师教育计划的构建方式、课程计划策略的教授方式，以及帮助职前教师培养在高需求学校工作的技能和性格的指导策略的设计方式。开发的资源和项目评估结果将通过地区、州、国家和国际来源传播，包括 STEM 会议、同行评审出版物和各种互联网应用程序。此轨道 1：奖学金和津贴项目由罗伯特·诺伊斯教师奖学金计划 (Noyce) 支持。诺伊斯计划支持有才华的 STEM 本科专业和专业人士成为高效的 K-12 STEM 教师，并支持经验丰富、堪称典范的 K-12 教师成为高需求学区的 STEM 大师级教师。它还支持对高需求学区 K-12 STEM 教师的有效性和保留率的研究。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。