Award Abstract #0092610
PECASE: Making a Case for New Elementary Science Teachers

NSF Org:	DRL Division of Research on Learning in Formal and Informal Settings (DRL)
Initial Amendment Date:	March 19, 2001
Latest Amendment Date:	June 20, 2007
Award Number:	0092610
Award Instrument:	Continuing grant
Program Manager:	Lee L. Zia DRL Division of Research on Learning in Formal and Informal Settings (DRL) EHR Directorate for Education & Human Resources
Start Date:	September 1, 2001
Expires:	August 31, 2008 (Estimated)
Awarded Amount to Date:	$723674
Investigator(s):	Elizabeth Davis betsyd@umich.edu (Principal Investigator)
Sponsor:	University of Michigan Ann Arbor 3003 South State St. Ann Arbor, MI 48109 734/764-1817
NSF Program(s):	RESEARCH ON LEARNING & EDUCATI
Field Application(s):	0116000 Human Subjects
Program Reference Code(s):	SMET, 9177, 1187, 1076, 1045
Program Element Code(s):	1666

ABSTRACT



This PECASE award is a longitudinal study of how elementary teachers learn to teach science. Of particular interest is supporting new elementary teachers--preservice teachers and teachers in their first four years ofteaching--in learning to teach inquiry-based science, and investigating how these teachers learn from a supportive, integrated, technology-mediated instructional resource and learning environment.

The research will characterize teacher learning and propose a mechanism explaining that learning; investigate ways that specific supports provided using technology and contextual features of their larger environment are related to that learning; and identify links among teachers' learning, their practice, and their students' learning. Research objectives will be met through interrelated series of longitudinal learning studies, design studies, community studies, and context studies.

As a context in which teacher learning and ways of supporting that learning can be investigated, an integrated instructional resource and technology-mediated learning environment for teachers called CASES will be developed. CASES will provide teachers with curricular materials they need in their first years of teaching, and will help them make sense of the complex ideas about science teaching in the context of their practice. The development of CASES will be based on a theoretical foundation grounded in current sociocognitive approaches to teaching, learning, and technology design.

The teaching plan involves integrating the CASES learning environment in the researcher's elementary science methods courses for undergraduate and masters students preparing to be elementary teachers. The work will also be discussed in a doctoral course, and doctoral students will serve as mentors for new teachers.

PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH

Davis, E. A.. "Knowledge integration in science teaching: Analyzing teachers' knowledge development," Research in Science Education, v.34, 2004, p. 21.

Davis, E. A.. "Characterizing productive reflection among preservice elementary teachers: Seeing what matters," Teaching and Teacher Education, v.22, 2006, p. 281.

Davis, E. A.. "Preservice Elementary Teachers' Critique of Instructional Materials for Science," Science Education, v.90, 2006, p. 348.

Davis, E. A. Petish, D.. "Real-world applications and instructional representations among prospective elementary science teachers," Journal of Science Teacher Education, v.16, 2005, p. 263.

Davis, E. A., & Krajcik, J.. "Designing educative curriculum materials to promote teacher learning," Educational Researcher, v.34, 3, p. 3.

Davis, E. A., & Krajcik, J.. "Designing educative curriculum materials to promote teacher learning," Educational Researcher, v.34, 2005, p. 3.

Davis, E. A., Petish, D., & Smithey, J.. "Challenges new science teachers face," Review of Educational Research, v.76, 2006.

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