INtegrating LABoratory Instruction and Assessment (INLAB)

该建议提供了一个提高质量的计划， 中间实验室指导和评估技术 学校更具体地说，该项目的目标是： 提高中学实验教学质量 （B）增加实际评估的使用 （c）在中学课堂上使用技术;以及 领导团队在职和指导同行。完成 这些目标，30中学教师在学校系统， 西拉斐特，印第安纳州将参与内容， 基于实验室系统的教学知识， 序列实验室指令。 该项目最初涉及30名教师， 在整个项目的三年中进行直接培训 持续时间在第三年，30名教师将进行 员工发展计划，消除教师的影响， 该项目据估计， 新教师对300名同伴的每名原始参与者的影响- 受过培训的教师（30 x 10 = 300）。因此，该项目将 总共影响30名教师和300名同行培训教师 330名教师在三年内。 该提案的最终目标是提供一个实验室 教学系统，以及必要的培训， 改进实验室教学实践和教师 对实验室教学的态度。该系统涉及 三种不同类型实验室的教师 活动：（1）确认实验室活动， 有直接的材料经验， 或验证先前已被证明的原则或概念 已讨论并已成为教师经验的一部分;（2） 为教师提供服务的实验室活动 有着广泛的经验，可以用来联系 抽象的直接经验-概念，原则， （3）解决实验室活动， 让教师参与解决问题的情境， 要求他们在实验室解决问题。这些 三种不同类型的实验室经验将准备 教师如何安排实验室活动， 课堂上更好地实现概念理解， 学生的科学。 费用分摊相当于NSF奖金的6%。

This proposal provides a plan for improving the quality of laboratory instruction and assessment techniques in the middle school. More specifically, the goals of the project are: (a) to improve the quality of laboratory instruction at the middle school level; (b) to increase the use of practical assessment techniques in middle school classrooms; and (c) develop leadership teams to inservice and mentor peers. To accomplish these goals, 30 middle school teachers in the school system in West Lafayette, Indiana will be involved in content, pedagogical knowledge based on a laboratory system which sequences laboratory instruction. The project initially involves 30 teachers that will receive direct training throughout the three years of project duration. During year three, the thirty teachers will conduct staff development programs pyramiding the teacher impact of the project. The pyramiding effect has been estimated at 10 new teachers impacted per original participant for 300 peer- trained teachers (30 x 10 = 300). Thus, the project will impact 30 teachers plus 300 peer-trained teachers for a total of 330 teachers over a three-year period. The ultimate goal of the proposal is to provide a laboratory instructional system, as well as the training necessary to improve laboratory instructional practices and teachers attitudes toward laboratory instruction. The system involves the teachers in three different types of laboratory activities: (1) Confirmation Laboratory Activities which deal with direct experience with materials designed to demonstrate or verify principles or concepts that have been previously discussed and are already part of the teachers experience; (2) Generalization Laboratory Activities which provide teachers with a wide range of experiences that can be used to link direct experience with abstractions - concepts, principles, and theories; and (3) Resolution Laboratory Activities which engage teachers in problem solving situations that will require them to resolve problems in the laboratory. These three different types of laboratory experiences will prepare teachers in ways to sequence laboratory activities in their classrooms to better achieve conceptual understanding of science by their students. Cost sharing is equivalent to 6% of the NSF award.