Teaching High School Chemistry in the Context of Pharmacology Helps Both Teachers and Students Learn.
Teaching High School Chemistry in the Context of Pharmacology Helps Both Teachers and Students Learn.
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在药理学背景下教授高中化学有助于教师和学生的学习。
DOI：
10.1021/ed100097y
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发表时间：
2011
影响因子：
3
通讯作者：
Reiter,JeromeP
中科院分区：
文献类型：
--
作者：
Schwartz-Bloom,RochelleD;Halpin,MyraJ;Reiter,JeromeP
很少有研究表明，嵌入在一个背景下，有相关的高中学生的化学教学的影响。我们建立在我们以前的工作表明，药理学主题（即，药物），这是本质上有趣的高中学生，提供了一个有用的背景下，教学化学和生物学。在这些研究中，教师在现场场地（为期五天或一天的研讨会）为药理学教育伙伴关系（PEP）提供专业发展。鉴于旅行的经济困难，教师们要求提供职业发展的其他选择。因此，我们使用远程学习（DL）（双向实时视频）方法开发了相同的PEP培训研讨会。因此，121名化学和生物教师参加了DL工作坊，学习如何将PEP模块融入他们的教学。他们在高中化学和生物课上对这些模块进行了一年的实地测试。讲习班后，教师的化学和生物知识大大增加，并保持了至少一年。他们的学生（N= 2309）表现出化学和生物学概念的知识显着增加，随着使用的模块数量的增加，得分也会增加。教师和学生在这些科目的知识的增加与以前向教师提供现场专业发展时发现的情况相似。
Few studies demonstrate the impact of teaching chemistry embedded in a context that has relevance to high school students. We build upon our prior work showing that pharmacology topics (i.e., drugs), which are inherently interesting to high school students, provide a useful context for teaching chemistry and biology. In those studies, teachers were provided professional development for the Pharmacology Education Partnership (PEP) in an onsite venue (either five-day or one-day workshop). Given financial difficulties to travel, teachers have asked for alternatives for professional development. Thus, we developed the same PEP training workshop using a distance learning (DL) (two-way live video) approach. In this way, 121 chemistry and biology teachers participated in the DL workshops to learn how to incorporate the PEP modules into their teaching. They field-tested the modules over the year in high school chemistry and biology classes. Teacher knowledge of chemistry and biology increased significantly after the workshop and was maintained for at least a year. Their students (N= 2309) demonstrated a significant increase in knowledge of chemistry and biology concepts, with higher scores as the number of modules used increased. The increase in both teacher and student knowledge in these subjects was similar to that found previously when teachers were provided with onsite professional development.