Achieving standards in urban systemic reform: An example of a sixth grade project-based science curriculum
Achieving standards in urban systemic reform: An example of a sixth grade project-based science curriculum
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DOI：
10.1002/tea.20021
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发表时间：
2004-09-01
影响因子：
4.6
通讯作者：
Krajcik, JS
中科院分区：
文献类型：
--
作者：
Rivet, AE;Krajcik, JS
城市科学教育系统性改革举措面临的一个挑战是实现地方、州和国家的教与学标准。我们与底特律公立学校系统的教师合作，设计基于项目的课程材料，将科学学习置于有意义的现实世界问题中，让学生参与科学探究，并使用学习技术。我们提出了一个六年级的项目为基础的科学单元，学生探讨了驾驶问题“机器如何帮助我建立大的东西？“并解决平衡和不平衡的力量，简单和复杂的机器，和机械优势的科学学习目标。底特律的24名教师和2500多名学生在4年多的时间里参与了该项目的实施。学生的学习成果确定的三个学习目标和调查过程中使用的前和后成就测试的技能。通过前/后测试衡量的成绩显示出显著的和一贯的高学习收益，即使在项目的参与增加，包括更多的教师和学生在连续颁布，并领导专业发展支持这个项目从大学研究人员过渡到地区教师领导人。这些结果表明，材料的情境化学习和支持学生的调查作为一个城市系统的改革努力的一部分，可以促进学习的重要和有意义的科学内容符合标准。(C)2004 Wiley Periodicals，Inc.
A challenge for urban systemic reform initiatives in science education has been to achieve local, state, and national standards for teaching and learning. We have collaborated with teachers in the Detroit Public School System to design project-based curriculum materials that contextualize the learning of science in meaningful real-world problems, engage students in science inquiry, and use learning technologies. We present a sixth grade project-based science unit in which students explored the driving question "How Do Machines Help Me Build Big Things?" and address the science learning goals of balanced and unbalanced forces, simple and complex machines, and mechanical advantage. Twenty-four teachers and over 2500 students in Detroit participated in enactments of this project over 4 years. Student learning outcomes were determined for the three learning goals and inquiry process skills using pre- and postachievement tests. Achievement outcomes as measured by the pre/posttest show significant and consistently high learning gains, even as participation in the project increased to include greater numbers of teachers and students in successive enactments, and leadership of the professional development support for this project transitioned from university researchers to district teacher leaders. These results illustrate that materials which contextualize learning and support student inquiry as part of an urban systemic reform effort can promote learning of important and meaningful science content aligned with standards. (C) 2004 Wiley Periodicals, Inc.