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

在接下来的三年里，这组科学家将直接 与80名教师一起开发，测试和准备 教师在职发展提升计划 小学教育。 他们期待的想法和材料 对科学和技术的发展方式产生影响 在大学课程中为未来的教师以及在 服务人员发展。 理论地位与实践 在西摩·派普特博士的指导下， 表明为小学教师做好科学准备的问题 教育不能被简化为对教师进行事实和技能培训， 也不帮助他们发展认知基础， 科学知识。 更多的主观和经验方面的 学习者与科学的关系需要特别注意。 的 该项目一直关注情感和社会问题， 学习科学的认知方面。 中心目标是帮助 教师适当的科学-这意味着使之成为自己的，在一个人的 自己的方式……融入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 相信孩子们可以，也应该，在一个 类似的个人体验方式。 在第一年，教师们将参加为期三周的强化实践活动， 利用信息技术提高 理解科学，制定战略， 新的科学内容和技术融入到自己的教学中。 这群 四十名教师将来自波士顿地区的十所学校。 导师 教师将与这些教师在学年，在 结束时，他们将参加为期一周的研讨会， 巩固他们所学的知识。 第二年，一个类似的 经验将提供给教师在哈特福德，CT地区。 教师将得到鼓励和支持，与他们的同龄人一起工作， 在他们自己的学校。 这个设计是仿照一个成功的 与哥斯达黎加教师合作的经验，这些教师几乎没有 有电脑经验。 相当于NSF要求的52%的金额由以下各方分摊： MIT和参与的学校。

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.