The Robert Noyce Teacher Scholarship Program

NSF
NSF
  • Home
  • The Program
    • NSF Noyce Program Directors
    • NSF Noyce Program Solicitation
    • Consider Becoming an NSF Noyce Principal Investigator
    • Become a Noyce Scholar or Teacher Leader
      • Noyce Scholar Profiles
      • Noyce Alumni Profiles
    • Voices From the Field Videos
  • Project Locator
    • Select from Map
    • Advanced Search
    • Submit Information
  • In the News
    • In the News
  • Meetings
    • 2022 Noyce Summit
    • 2021 Noyce Summer Events
    • 2020 Virtual Noyce Summit
    • Archived Noyce Summit Materials
    • Noyce Regional Meetings
  • Resources
    • Noyce Track 4 Research Book
    • Proposal Preparation Toolkit
    • Noyce Project Videos
    • Noyce Summit Abstract Catalogs
    • Reports
    • Toolkits
    • ARISE Research Community
  • Contact

Teaching Simulations: A Low-Risk Experience with a High Return Investment in Pre-Service Teachers

  • Year 2022
  • NSF Noyce Award # 1949914
  • First Name Laura
  • Last Name Altfeld
  • Institution Saint Leo
  • Role/Position Instructor
  • Workshop Category Track 1: Scholarships and Stipends
  • Workshop Disciplines Audience Biological Sciences, Mathematics, STEM Education
  • Target Audience Co-PIs, Evaluators/Education Researchers, Higher Education Institution Administrators, Noyce Master Teachers, Noyce Teaching Fellows, Other Faculty/Staff, Project PIs, Undergraduate and/or Graduate Noyce Scholars
  • Topics Convergent Approaches: Teaching Across STEM Disciplines, Developing Teachers’ Ability to Cultivate Diverse/Equitable/Inclusive Classrooms to Achieve Excellent STEMM Teaching and Learning, The Intersection of Technology Equity and Access
  • Session Length 45 minutes minutes
  • Additional Presenter(s)

    Holly Atkins (holly.atkins@saintleo.edu)

Goals

Learning goals of this workshop include participants experimenting with a live Mursion© simulation, assessing their simulation experience with the Keep-Start-Stop framework, and identifying ways to support their own students using simulations.

Evidence

A large proportion of the educational literature on teacher self-efficacy examines the effects of classroom-based activities. Tschannen-Moran, M. and M. Barr. 2004. Fostering student learning: The relationship of collective teacher efficacy and student achievement. Leadership and policy in schools 3(3): 189-209.Caprara, G. V., C. Barbaranelli,, P. Steca, and P.S. Malone. 2006. Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of school psychology, 44(6), 473-490. The importance of applied experiences. Lee, J., K.Tice, D. Collins, A. Brown, C. Smith, and J. Fox. 2012. Assessing Student Teaching Experiences: Teacher Candidates’ Perceptions of Preparedness. Educational Research Quarterly, 36(2), 3-20.Black, G. L. 2015. Developing teacher candidates’ self-efficacy through reflection and supervising teacher support in education, 21(1), 78-98.Flores, I. M. 2015. Developing Preservice Teachers’ Self-Efficacy through Field-Based Science Teaching Practice with Elementary Students. Research in Higher Education Journal, 27. The “Keep-Start-Stop” framework is a quick, targeted protocol to elicit qualitative feedback. Hoon, A., Oliver, E., Szpakowska, K. & Philip Newton. 2014. Use of the ‘Stop, Start, Continue’ method is associated with the production of constructive qualitative feedback by students in higher education, Assessment & Evaluation in Higher Education.

Proposal

Advances in gaming technology are providing teacher preparation and professional development programs with unique opportunities to augment applied field experiences with virtual simulations. Education faculty at Saint Leo University are using Mursion© virtual reality simulations to provide teacher candidates an animated classroom environment with student avatars portrayed by live actors (sim specialists). The class instructor works with the sim specialist to design the learning experiences the teacher-candidates will encounter in the simulations. Learning goals of this workshop include participants experimenting with a live Mursion© simulation, assessing their simulation experience with the Keep-Start-Stop framework, and identifying ways to support their own students using simulations.

What’s New

  • 2022 Noyce Summit
  • Noyce by the Numbers: 20 Years of Noyce
  • Proposal Preparation Webinars
  • Frequently Asked Questions for the Robert Noyce Teacher Scholarship Program
  • Become a Noyce Scholar or Teacher Leader
  • Consider Becoming an NSF Noyce Principal Investigator
  • Noyce Alumni: Where Are They Now?

Check out our ARISE website for research & opportunities!

Checking In

NSF

This material is based upon work supported by the National Science Foundation (NSF) under Grant Numbers DUE-2041597 and DUE-1548986. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

AAAS

The World's Largest General Scientific Society

  • About Noyce Program
  • AAAS ISEED
  • Subscribe to ARISE
  • Contact Us
  • Privacy Policy
  • Terms of Use
© 2023 American Association for the Advancement of Science