A School-Industry-Community Approach to the Development of Scientific and Technological Literacy Among Elementary School Pupils

该项目的目的是在亚利桑那州的小学中实施和维持一种面向所有学生的科学和技术扫盲方法。每个学校社区将制定一项行动计划，并将包括以下特点：a)指定学校校长作为学校社区改革的促进者，b)选择一名科学教学领导人，他将在科学、技术、社会和科学教育学院接受特别准备，c)设计工具，由科学教学领导人与其他教师和儿童分享最新的科学技术信息，d)发展跨学科，教学专题单元，提供最新的技术学习经验，以补充现有的科学和社会研究方案，以及e)社区企业、行业、非正规教育机构和主要家长的参与。将开发各种有用的产品和成果，包括：(A)建立科学、技术、社会课程数据库，以便分享下列资源：教师编写的专题单元；关于科学和技术的通讯；对有关录像带的审查；对有关电视节目的审查；审查和建议使用当地可用的课程材料；关于社区资源、计算机软件程序、小册子、小册子和电影的信息。B)一份关于创建主题单元的有效战略和方法的报告，这些主题单元利用当地资源，处理社会问题，并对学生具有地方和社区相关性和实用性。C)就在课堂上实施儿童专题单元的有效战略和技巧提出建议。D)描述性、纵向和比较研究数据，说明试图利用两种不同的教师准备和实施程序对科学课程进行实质性改革的过程和效果。

This project is designed to implement and sustain a scientific-and technological-literacy-for-all-students approach in elementary schools in Arizona. An action plan will be developed by each school community and will include the following features: a) designation of the school principal as the facilitator of school community change, b) selection of a science instructional leader who will receive special preparation in a science, technology, society, and science education academy, c) design of vehicles for the sharing of up-to-date science and technology information by the science instructional leader with other teachers and children, d) development of interdisciplinary, instructional thematic units which provide up-to-date technology learning experiences to supplement the existing science and social studies programs, and e) involvement of community businesses, industries, informal education agencies and key parents. A variety of useful products and outcomes will be developed including: a)A Science, Technology, Society Curriculum Data Bank which will enable sharing of such resources as: thematic units developed by teachers; newsletters on science and technology; reviews of relevant video- cassettes; reviews of relevant television programs; reviews and suggested use of locally available curriculum materials; information about community resources, computer software programs, pamphlets, brochures, and films. b)A report about effective strategies and approaches for creating thematic units that utilize local resources, deal with societal issues, and have local and community relevance and practicality for students. c)Suggestions about effective strategies and techniques for implementing thematic units with children in classrooms. d)Descriptive, longitudinal and comparative research data about the process and effects of attempting to bring about substantial change in the science curriculum utilizing two different sequences of teacher preparation and implementation.