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An Interdisciplinary Physical Science Course for Preservice Teachers and General Education Students: Telling and Directing Coherent Stories

为职前教师和通识教育学生开设的跨学科物理科学课程：讲述和指导连贯的故事

基本信息

批准号：
8950319
负责人：
Patrick Kenealy
金额：
--
依托单位：
California State University-Long Beach Foundation
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
1989
资助国家：
美国
起止时间：
1989-05-01 至 1992-10-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=8950319&HistoricalAwards=false
关键词：
Interdisciplinary Physical Science Course Preservice

项目摘要

Studies have documented that many institutions of higher education offer marginal physical science programs; some offer no physical science courses. Further, a significant fraction of elementary and middle- school science teachers are poorly prepared to teach physical science. This project at California State University Long Beach will develop a new interdisciplinary college-level physical science course, with the clear intention of serving both future teachers and general liberal arts students. The process is widely supported within the university, and has the potential of affecting a significant fraction of California's future elementary and middle-school teachers. The course will change the usual limited and isolated social interaction that is common in introductory laboratories in science, and replace it with a simulation of a more realistic scientific community, one involving the sharing of data, honesty in reporting, and the public "coming together" of participants to make sense of multiple measurements. In general, the new course will connect research in cognitive science and psychology to effective classroom practices for college physical science students. The cost sharing for the project will be twenty-four percent of the National Science Foundation portion.

研究表明，许多高等教育机构提供边缘物理科学课程;有些不提供物理科学课程此外，相当一部分小学和中学- 学校的科学教师在教授物理科学方面准备不足。这个项目在加州州立大学长滩将开发一个新的跨学科大学水平的物理科学课程，与为未来教师和普通文科服务的明确意图学生这一进程在大学内得到广泛支持，有可能影响到加州的大部分地区未来的中小学教师。路线会改变通常有限的和孤立的社会互动，这是常见的，科学实验室的介绍，并用模拟实验代替它，一个更现实的科学共同体，一个涉及分享数据，诚实的报告，和公众“走到一起”，让参与者理解多重测量。总体上新课程将把认知科学和心理学的研究联系起来，为大学物理科学学生提供有效的课堂实践。该项目的成本分摊将是24%，国家科学基金会部分。