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首页> 外文会议>American Society For Engineering Education Annual Conference and Exposition >TEACHER PROFESSIONAL DEVELOPMENT IN GRADES 3-5: FOSTERING TEACHERS' AND STUDENTS' CONTENT KNOWLEDGE IN SCIENCE AND ENGINEERING
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TEACHER PROFESSIONAL DEVELOPMENT IN GRADES 3-5: FOSTERING TEACHERS' AND STUDENTS' CONTENT KNOWLEDGE IN SCIENCE AND ENGINEERING

机译：3-5级的老师专业发展：培养教师和学生的科学与工程内容

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Innovative, research-based professional development is needed to help teachers implement science and engineering education in elementary schools. This is a challenging task, particularly for teachers who many have little familiarity with either science inquiry or the engineering design process (EDP), and who may not have developed the instructional strategies needed to facilitate student inquiry and engagement in EDP. In the Partnership to Improve Student Achievement (PISA) study, 43 grade 3-5 teachers in New Jersey participated in a two-week summer workshop, three workshops during the school year, and received monthly classroom support visits, which comprised one year of instructional activities in a three-year professional development program. The study also included 737 students taught by teachers in the treatment group, 35 teachers in the comparison group, and 684 students taught by teachers in the comparison group. We analyzed pre- and post-tests of teachers and students in both groups and teacher activity implementation surveys. Results from the pre- and post-tests showed that the treatment teachers significantly increased their content knowledge in science and engineering compared to the comparison group. Similarly, post-test scores of students in the treatment group were significantly higher than the post-test scores of students in the comparison group. Teachers noted that scientific inquiry and the engineering design process promoted 21st century skills such as problem solving, critical thinking, collaboration, and communication among students. Finally, further data analysis revealed that the number of PISA lessons that teachers implemented in their classrooms was a significant predictor of students' test scores. In this paper, we report on the professional development model that we used and the results of our study.
机译：创新，基于研究的专业发展，需要帮助教师在小学中实施科学和工程教育。这是一个具有挑战性的任务，特别是对于许多人熟悉科学探究或工程设计过程（EDP）的教师，并且谁可能没有制定促进促进学生探究和在EDP的参与所需的教学策略。在改善学生成就（比萨）学习的伙伴关系中，新泽西州的43年级3-5名教师参加了一名为期两周的夏季研讨会，学年三个研讨会，并收到了每月的课堂支持访问，其中包括一年的教学在三年的专业发展计划中的活动。该研究还包括737名学生在比较小组的待遇小组教师，35名教师和比较小组教师教授的684名学生。我们分析了群体和教师活动实施调查的教师和学生的预先和测试后。与比较小组相比，测试前和测试后和测试后的结果表明，治疗教师显着提高了科学和工程中的内容知识。同样，治疗组的学生后学生的测试后得分明显高于比较组中学生的测试后得分。教师指出，科学探究和工程设计过程促进了21世纪的技能，如问题解决，批判思维，协作和学生之间的沟通。最后，进一步的数据分析表明，教师在课堂上实施的比萨课程数量是学生考试成绩的重要预测因素。在本文中，我们报告了我们使用的专业发展模式以及我们研究的结果。

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