Technology as a Context for Personal Growth of Teachers: A oach to the Appropriation of Science in , of Science in Elementary School Teachers

技术作为教师个人成长的背景：小学教师对科学的运用的指导

• 批准号: 8850449
• 负责人: Seymour Papert
• 金额: --
• 依托单位: Massachusetts Institute of Technology
• 依托单位国家: 美国
• 项目类别: Continuing grant
• 财政年份: 1988
• 资助国家: 美国
• 起止时间: 1988-11-01 至 1992-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=8850449&HistoricalAwards=false
• 关键词: Technology; Context; Personal; Growth; Teachers

For the next three years, this group of scientists will work directly with 80 teachers to develop, test, and prepare for dissmination a teacher enhancement plan for inservice development to improve science education in the elementary school. They expect the ideas and materials produced to have an impact on the way science and technology are presented in college courses for future teachers as well as on in service staff development. The theoretical position and practical experience of the staff, under the direction of Dr. Seymour Papert indicates that the problem of preparing elementary teachers for science education cannot be reduced to training teachers in facts and skills, nor even to helping them to devlop the cognitive underpinnings of scientific knowledge. More subjective and experiential aspects of the learner's relationship to science requires much specific attention. The project has been attentive to affective and social issues as well as the cognitive aspects of learning science. The central objective is helping teachers appropriate science--which means making it one's own, in one's own way...integrating into one's own personal thinking. Most important, the success of the teachers in learning science will encourge a conviction that children can, and should, experience science in a similarly personal experiential way. In year one, teachers will attend a three-week, intensive, hands-on summer workshop using information technologies to enhance their understanding of science, to develope strategies for the integration of new science content and technology into their own teaching. This group of forty teachers will come from ten schools in the Boston area. Mentor teachers will work with these teachers during the school year, at the conclusion of which they will attend a one-week workshop-seminar to consolidate what they have learned. During year two, a similar experience will be available to teachers in the Hartford, CT area. Teachers will then be encouraged and supported to work with their peers in their own schools. This design is modeled after a successful experience in working with Costa Rican teachers who had virtually no experience with computers. An amount equivalent to 52% of the NSF request is being cost-shared by MIT and the participating schools.

在接下来的三年中，这组科学家将直接与80名教师合作，开发，测试和准备汇报，以提高教师增强计划，以改善小学的科学教育。 他们希望产生的想法和材料会影响未来教师以及服务人员发展的大学课程中科学和技术的方式。 在西摩·帕佩特（Seymour Papert）博士的指导下，员工的理论立场和实践经验表明，为科学教育做好准备的问题不能减少到培训事实和技能方面的教师，甚至不能帮助他们开除科学知识的认知基础。 学习者与科学关系的更为主观和经验方面需要非常具体的关注。 该项目一直专注于情感和社会问题以及学习科学的认知方面。 核心目标是帮助教师适当的科学 - 这意味着以自己的方式制作自己……将其整合到自己的个人思维中。 最重要的是，教师在学习科学方面的成功将鼓励人们坚信孩子可以并且应该以类似的个人体验方式体验科学。 在第一年，教师将使用信息技术来参加为期三周，密集的，动手的夏季研讨会，以增强他们对科学的理解，从而使新科学内容和技术整合到自己的教学中。 这群40名老师将来自波士顿地区的十所学校。 导师老师将在学年期间与这些老师合作，​​结束他们将参加为期一周的研讨会，以巩固他们所学到的知识。 在第二年，康涅狄格州哈特福德的老师将获得类似的经验。 然后，将鼓励和支持老师在自己的学校与同龄人一起工作。 这种设计是在与哥斯达黎加教师合作的成功经验之后建模的，哥斯达黎加教师几乎没有计算机经验。 麻省理工学院和参与学校的成本共享，相当于NSF请求的52％的金额。