The UCLA Science Challenge

加州大学洛杉矶分校科学挑战赛

• 批准号: 9155988
• 负责人: Orville Chapman
• 金额: $ 35.4万
• 依托单位: University of California-Los Angeles
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1992
• 资助国家: 美国
• 起止时间: 1992-08-01 至 1995-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9155988&HistoricalAwards=false
• 关键词: UCLA; Science; Challenge

Physical science majors at UCLA have deceased monotonically for 20 years. The UCLA Science Challenge has accepted as its mission four goals: 1) retain current science majors, 2) recruit new science majors, 3) attract minority students to science, and 4) improve student attitudes toward science. UCLA serves an unusually diverse student body chosen from the top 12.5% of California high school graduates. Every student enters qualified to major in science. The six departments that comprise the UCLA Science Challenge, Astronomy, Atmospheric Science, Chemistry and Biochemistry, Earth and Space Science, Mathematics, and Physics, taught approximately 6000 undergraduate students in lower-division courses last year. More than 20% of these students are Black or Hispanic. We have the student contact; we have an awesome opportunity. We have focused on lower-division courses and laboratories, and we have experimented with methods. We find that interactive, computer- based materials provide the most effective and the most popular laboratory instruction. Interactive seminars and discussion sessions, which have students at a computer terminal, have proved exceptionally effective in teaching. Computationally intensive demonstration programs created at UCLA have generated excitement in lectures. We are now converting these demonstration programs to interactive student programs. Using these experiences, we developed and implemented three new prototype courses in Astronomy, Atmospheric Science, and Chemistry using interactive program modules. Student response exceeded our wildest hopes. Cognitive Psychology evaluates our teaching effectiveness and assesses student attitudes. We now are now radically overhauling our lower-division science based on the creation of 11 new courses and 18 new interdisciplinary laboratory modules.

加州大学洛杉矶分校的物理科学专业的学生已经单调地死亡， 20年加州大学洛杉矶分校科学挑战赛已接受其 使命四个目标：1）留住现有的理科专业，2） 招收新的理科专业，3）吸引少数族裔学生， （4）提高学生对科学的态度。UCLA 服务于一个异常多样化的学生群体， 12.5%的加州高中毕业生。每一个学生进入 有资格主修科学。这六个部门 包括加州大学洛杉矶分校科学挑战，天文学，大气 科学，化学和生物化学，地球和空间科学， 数学和物理，教了大约6000 低年级课程的本科生。 这些学生中有20%以上是黑人或西班牙裔。我们有 学生联系我们有一个很好的机会我们有 专注于低年级的课程和实验室，我们有 尝试各种方法。我们发现互动的，电脑- 基材料提供了最有效和最流行的 实验室指导互动研讨会和讨论 会议，其中有学生在计算机终端，有 在教学中非常有效。计算上 加州大学洛杉矶分校创建的密集演示程序已经产生了 讲座中的兴奋我们现在把这些 演示程序到交互式学生程序。使用 根据这些经验，我们开发并实施了三个新的 天文学、大气科学和 化学使用交互式程序模块。学生响应 超出了我们最大的期望认知心理学评估我们的 教学效果和评估学生的态度。我们现在 现在正在彻底改革我们低级别的科学基础 关于创建11个新课程和18个新的跨学科 实验室模块