Change in Science Classrooms: An American Perspective in Britain

这个项目描述了一个由15名经验丰富的传统教师组成的科学系的深入案例研究，他们正在经历从作为独立学科教授科学到综合协调科学计划的大规模转变过程，目标群体是英国泰恩河畔纽卡斯尔综合学校的1200名学生(11-16岁)。这项研究的结果有望应用于我们对混合能力的年轻人使用不同的教学策略的理解，将学校科学作为跨学科。(在某些方面，它在范围、顺序和协调以及2061项目方面是对NSF项目的补充。)这项研究对美国类似学校的新课程教学具有直接的借鉴意义。作为该项目基础的Salter‘s Science课程是在英格兰开发的，并在这里引起了极大的兴趣。PI正在与阿拉巴马大学化学系主任和教育系教职员工密切合作，将根据美国几个学区表达的兴趣在这里建立实地考点。工作人员发展、变革管理和其他问题将在项目成果中得到解决。UAB、约克大学、卢瑟福学校和Tektronics基金会提供的费用分摊相当于NSF申请的76%。

This project describes an in-depth case study of one science department of fifteen experienced traditionally-oriented teachers as they undergo the process of large scale change from teaching the sciences as separate disciplines to a scheme of integrated, coordinated sciences to a target group of 1200 students (ages 11-16) in the Comprehensive School in Newcastle upon Tyne, England. Results from this study are expected to apply to our understanding of the use of diverse teaching strategies with mixed ability young people, tying school sciences as interdisciplinary. (In some ways it is complementary to NSF projects in Scope Sequence and Coordination and Project 2061.) This study has direct applications to the delivery of new curricula in similar schools in the United States. The Salter's Science curriculum which is the underpinning of the project has been developed in England and has aroused great interest here. The PI, who is working closely with the head of the Chemistry Department and faculty from the Education Department of University of University of Alabama, will establish field test sites here based on expressed interest by several US school districts. The staff development, the management of change and other issues will be addressed in the project results. UAB, University of York, Rutherford School and Tektronics Foundation are contributing cost-sharing equal to 76% of the NSF request.