Science Instruction Improvement for Inner City Schools - Grades 4-8

本课题旨在为35名4 - 8年级教师提供科学内容和教学方法的教育。这些教师将来自洛杉矶联合学区（东洛杉矶和瓦茨）以西班牙裔和黑人为主的地区。建议项目的主要成果包括提高教师对科学内容的认识；加强阅读、数学和科学的整合；通过过程教学法提高科学教学技能。该项目将由加州州立大学洛杉矶分校的科学和教育教师进行；他们将得到先前资助的国家科学基金项目的课堂教师顾问的协助。该方案将包括1989年7月和8月为期六周的夏季会议，每天24小时。在暑期班每周两天的时间里，将进行主要科学概念的介绍，随后两天将进行与科学内容介绍相关的适当科学教学活动的实践经验。随着科学教学过程方法的引入，项目参与者将准备在科学课程中整合阅读/语言和数学技能。参与者将发起和执行与其课堂职责相关的项目。来自未被充分代表的少数群体的研究生将在研讨会期间监督项目参与者的日常工作。在1989年10月至1990年3月的学年期间，项目工作人员将每月对项目参与小组在其学校进行后续访问。这个项目提供了一个机会，在少数民族学生比例很高的大都市地区提供一个项目。

The purpose of this project is to provide education in science content and instructional methodology to 35, grade 4 - 8 teachers. The teachers will be from the predominantly Hispanic and Black areas of Los Angeles Unified School District (East Los Angeles and Watts). Major outcomes of the proposed project include increased teacher knowledge of science content; increased integration of reading, mathematics and science; and increased skills in teaching science through a process approach. The program will be conducted by science and education faculty from California State University, Los Angeles; they will be assisted by classroom teacher consultants from previously funded National Science Foundation projects. The program will consist of 24 six hour days in a six-week summer session during July and August of 1989. During two days of each week of the summer session, presentations on major science concepts will be made, followed by two days of hands- on experience with appropriate science instructional activities which are related to the science content presentations. Along with the introduction of a process approach to science instruction, project participants will be prepared to integrate reading/language and mathematics skills in the science program. Participants will initiate and carry out projects related to their classroom responsibilities. Graduate students from underrepresented minority groups will be employed to supervise the day-to-day work of project participants during the workshop. During the academic year period from October 1989 to March 1990, project staff will make monthly follow-up visits to project participant teams in their schools. This program presents the opportunity of offering a program in a metropolitan area with a high percentage of minority students.