Preparing College Students to Teach an Environmental Problem Solving Curriculum to Middle School Students
Preparing College Students to Teach an Environmental Problem Solving Curriculum to Middle School Students
复制标题
准备大学生向中学生教授解决环境问题的课程
DOI：
10.18260/1-2--12327
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发表时间：
2003
期刊：
影响因子：
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通讯作者：
S. Powers
中科院分区：
文献类型：
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作者：
S. Powers
2000年，克拉克森大学实施了一项由国家科学基金会资助的基于项目的方案，通过解决与当地学校社区有关的环境问题，提高中学生对科学、数学和技术的兴趣和知识。克拉克森的学生为7年级和8年级的科学和技术课开发了课程，然后全年与中学生一起工作，以减少将固体废物转化为有价值的产品。这个问题的解决方案-食物垃圾堆肥和不可生物降解的废物作为混凝土的骨料-提供了一个工具来教授基础科学和数学内容，以及做科学和解决问题的过程。事实证明，将大学科学和工程专业的学生放在课堂上是一种很好的机制，可以让学生参与科学主题，并提供与实践专业人员所能提供的指导经验大不相同的指导经验。然而，很明显，学生们必须为这种经历做好充分的准备，以最大限度地发挥大学-学区合作计划的好处。本文的目的是描述培训计划，已制定准备克拉克森学生有效地在中学课堂上工作。克拉克森的学生在进入教室之前的夏天接受了课堂体验的培训。他们获得三个学分的培训，课程开发和教学工作。预计学生有必要的科学和技术背景，自学他们将教授的问题的内容和环境相关性。讲座和研讨会的重点是如何将这些知识转化为基于项目的课程，以满足教师的需求，同时也激发学生的兴趣。讲座/工作坊包括：团队合作;有效班级和教师的组成部分;项目规划和管理;解决问题的过程;基于探究的学习，演绎/归纳学习;创建单元/课程计划;定义学习目标;将指导纳入计划;纽约州标准和科学考试;以及评估技术。期刊被用来鼓励研究员反思他们的学习和自己的教育经历。克拉克森的学生和他们的合作伙伴教师对该计划的评估表明，这种培训适合学生作为专业科学家和工程师进入课堂。有关此计划的更多详细信息，请访问http://www.clarkson.edu/k12。
An NSF-funded project-based program was implemented by Clarkson University in 2000 to increase the interest and knowledge of middle school students in science, math and technology through the solution of an environmental problem that is relevant to their local school community. Clarkson students developed curricula for 7 th and 8 th grade science and technology classes and then worked with the middle school students throughout the year to reduce to transform solid waste into valuable products. The solutions to this problem – food waste to compost and non-biodegradable waste as aggregates in concrete - provided a vehicle to teach fundamental science and math content as well as the process of doing science and solving problems. Placing college science and engineering students in the classroom proved to be a great mechanism for engaging students in science topics and providing mentoring experiences that differ greatly from those that a practicing professional can provide. It is clear, however, that the students must be well prepared for this experience to maximize the benefits of university – school district partnership programs. The objective of this paper is to describe the training program that has been developed to prepare Clarkson students to work effectively in middle school classrooms. The Clarkson students are trained for their classroom experiences during the summer before they enter the classroom. They receive three credits for the training, curriculum development, and teaching efforts. It is expected that the students have the necessary background in science and technology to teach themselves the content and environmental relevance of the problem they will be teaching. Lectures and workshops focus on how to transform this knowledge into a projectbased curriculum that meets the needs of the teachers, while also exciting the students. Lecture/workshops include: team work; components of an effective class and teacher; project planning and management; problem solving process; inquiry based learning, deductive/inductive learning; creating unit/lesson plan; defining learning objectives; incorporating mentoring into program; NYS standards and science exam; and, assessment techniques. Journals are used to encourage the fellows to reflect on their learning and own educational experiences. An evaluation of the program by both Clarkson students and their partner teachers indicated that this training was appropriate for the students to enter the classroom as professional scientists and engineers. Additional details about this program are available at http://www.clarkson.edu/k12.