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3年里，这组科学家将与80名教师直接合作，制定、测试并准备传播一项在职教师培养计划，以改善小学的科学教育。他们期望所产生的思想和材料对未来教师在大学课程中展示科学和技术的方式以及服务人员的发展产生影响。在Seymour Papert博士的指导下，工作人员的理论立场和实践经验表明，为科学教育准备小学教师的问题不能简化为培训教师的事实和技能，甚至不能帮助他们发展科学知识的认知基础。学习者与科学的关系中更主观和经验的方面需要特别注意。该项目一直关注情感和社会问题以及学习科学的认知方面。中心目标是帮助教师适应科学——这意味着使它成为自己的，以自己的方式，融入自己的个人思维。最重要的是，教师在学习科学方面的成功将鼓励一种信念，即孩子们能够而且应该以类似的个人体验方式体验科学。在第一年，教师将参加一个为期三周的暑期强化实践研讨会，利用信息技术提高他们对科学的理解，并制定将新的科学内容和技术融入自己教学的策略。这40名教师将来自波士顿地区的10所学校。导师将在学年期间与这些教师一起工作，在学年结束时，他们将参加为期一周的讲习班-研讨会，以巩固他们所学到的知识。在第二年，类似的经验将提供给康涅狄格州哈特福德地区的教师。然后，教师将被鼓励和支持与他们自己学校的同龄人一起工作。这一设计是根据哥斯达黎加教师的成功经验设计的，这些教师几乎没有计算机经验。相当于国家科学基金请求的52%的金额将由麻省理工学院和参与的学校分摊。

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.