Hopscotch 4 Scientific Investigation: Promoting Elementary Preservice Teacher Three-Dimensional Learning during Science Content Courses

跳房子4科学调查：在科学内容课程中促进小学职前教师三维学习

• 批准号: 2315617
• 负责人: Anna Maria Arias
• 金额: $ 39.79万
• 依托单位: Kennesaw State University Research and Service Foundation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2315617&HistoricalAwards=false
• 关键词: Hopscotch; Scientific; Investigation; Promoting; Elementary

This project aims to serve the national interest by creating new resources and curricula for future elementary teachers to develop their knowledge, abilities, and self-efficacy for incorporating investigation and scientific reasoning into science teaching. Having opportunities to investigate and reason about everyday phenomena and problems allows elementary students to develop their scientific sensemaking. This scientific sensemaking is important for encouraging decision-making and potential STEM careers within the U.S. population. To create these learning opportunities for scientific sensemaking for all children, teachers need knowledge of science content and an understanding of how to engage in science. Teachers also require ability and self-efficacy for supporting elementary children in investigation and scientific reasoning. This IUSE Engaged Student Learning Track 1 project will develop and study an innovative toolkit and associated learning modules. The purpose of the toolkit and learning modules is to support future elementary teachers to engage in scientific investigations and reasoning during undergraduate content courses, which is significant for developing future teachers' self-efficacy in and knowledge for equitable science teaching. The toolkit and learning modules model how learners can use their personal and community assets in scientific sensemaking as they engage in investigation and argumentation. The explicit emphasis and reflection on expanding the conceptions of what constitutes science and who can engage in scientific investigation can contribute new understanding of how to embed equitable science teaching within undergraduate science content courses. The mixed methods case study of how future teachers use the toolkit will advance knowledge of how teachers develop self-efficacy in and knowledge for equitable elementary science teaching. The project's goal is to use design-based research methodology to develop and improve the Hopscotch 4-Scientific Investigation toolkit and supporting learning modules for use within two different integrated science content courses for pre-service teachers. One of the integrated science content courses focuses on life and earth science concepts, and the other focuses on physical science. The project aims to integrate the Next Generation Science Standards (NGSS) three dimensions of Disciplinary Core Ideas, Crosscutting Concepts, and Science and Engineering Practices. The toolkit will embed explicit supports for scientific reasoning with the Crosscutting Concepts, such as patterns and cause/effect, into tools for the Science and Engineering Practices of investigations and argumentation. The associated modules will center on a set of key Disciplinary Core Ideas for elementary teaching in life, earth, and physical science. Through mixed methods case studies, the project will investigate how the toolkit facilitates the teachers' engagement in scientific sensemaking, knowledge for teaching, and self-efficacy related to equitable elementary science teaching. The mixed case studies will use pre- and post-course measures of the future teachers' abilities and knowledge. The research study will also conduct interviews and observe focal participants' interactions with the toolkit and supporting modules to analyze how teachers interact and learn from the materials. The findings from this study will be disseminated in publications and workshops with other teacher educators and researchers. Additionally, the Hopscotch 4-Scientific Investigation toolkit will be shared on a website for use by teachers, undergraduate students, science educators, and university faculty to be used for other undergraduate courses and teacher professional development. The Hopscotch 4-Scientific toolkit, modules, and research implications will improve undergraduate STEM courses and support teacher educators and elementary teachers in creating meaningful, equitable learning opportunities in science. The NSF IUSE: EDU 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基础教师创建新的资源和课程来发展其知识，能力和自我效能感，以将研究和科学推理纳入科学教学中，以实现国家利益。有机会调查和推理日常现象和问题，使小学生可以发展他们的科学意识。这种科学意义对于鼓励决策和美国人群中潜在的STEM职业至关重要。为了为所有儿童创造这些学习机会，教师需要了解科学内容的知识以及对如何参与科学的理解。教师还需要能力和自我效能，以支持小学儿童进行调查和科学推理。这个Iuse敬业的学生学习轨道1项目将开发和研究创新的工具包和相关的学习模块。工具包和学习模块的目的是支持未来的小学教师在本科内容课程中参与科学调查和推理，这对于发展未来教师在公平科学教学中的自我效能和知识至关重要。工具包和学习模块模拟了学习者如何在进行调查和论证时在科学意义上使用其个人和社区资产。明确的重点和反思扩大了构成科学和可以参与科学研究的概念的概念可以有助于对如何在本科科学内容课程中嵌入公平科学教学的新理解。关于未来教师如何使用该工具包的混合方法研究将提高教师如何发展自我效能感和知识的知识。 该项目的目标是使用基于设计的研究方法来开发和改善Hopscotch 4科学调查工具包，并支持在两个不同的综合科学内容课程中用于服务前教师的学习模块。一项综合的科学内容课程侧重于生命和地球科学概念，另一个侧重于物理科学。该项目旨在整合下一代科学标准（NGSS）的纪律核心思想，横切概念以及科学与工程实践的三个维度。该工具包将通过横切概念（例如模式和原因/效果）将明确支持的科学推理嵌入到研究和论证的科学和工程实践中。相关的模块将集中在生活，地球和物理科学中基础教学的一系列关键学科核心思想中。通过混合方法案例研究，该项目将研究工具包如何促进教师参与科学意义，教学知识以及与公平基础科学教学有关的自我效能感。混合的案例研究将使用未来教师的能力和知识的课前和后措施。该研究还将进行访谈，并观察焦点参与者与工具包的互动，并支持模块，以分析​​教师如何从材料中进行互动和学习。 这项研究的发现将与其他教师教育者和研究人员的出版物和讲习班进行传播。此外，Hopscotch 4科学调查工具包将在网站上共享，供教师，本科生，科学教育工作者和大学教师使用，以用于其他本科课程和教师专业发展。 Hopscotch 4科学工具包，模块和研究的影响将改善本科STEM课程，并支持教师教育者和基础教师在创造科学中有意义，公平的学习机会方面。 NSF IUSE：EDU计划支持研发项目，以提高所有学生STEM教育的有效性。通过参与的学生学习轨道，该计划支持有希望的实践和工具的创建，探索和实施。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛的影响评估的评估来支持的。