Teachers as Research Partners: Testing A Problem-Solving Curriculum Model that Integrates Mathematics and Science

这项建议旨在通过在大学教育研究人员和实习中学课堂科学教师之间建立合作伙伴关系，在教育研究和课堂实践之间架起桥梁。预期成果包括：(A)提高德克萨斯州中学科学教师的专业知识和专业水平；(B)为数学和科学问题解决课程的开发和整合制作一个经过实地测试的模式。该项目有三个主要目标：(1)计划、设计、实施和评估一个发展和提高教师科学教学能力的项目：(2)设计、现场测试和修订中学问题解决课程开发模式的原型；以及(3)评估该模型在回答与科学教与学有关的研究问题方面的有效性。德克萨斯州的教师将在两个层面上参与其中。根据他们在数学、科学和计算机领域的专长而特别挑选的三名硕士教师，将合作执行该项目的所有方面，包括向其他教师提供工作坊教学，以及与大学研究人员合作研究；从德克萨斯州各地的教师队伍中挑选出30名试点教师，他们将接受指导、撰写原型并进行实地测试，并协助该项目的研究活动。该项目的意义在于，它为在良好的科学教学背景下解释研究数据及其认知价值提供了一种机制。费用分摊相当于NSF奖励的2.0%。

This proposal seeks to bridge educational research and classroom practice through the establishment of collaborative partnerships among university educational researchers and practicing middle school classroom science teachers. Expected results include (a) enhancing the expertise and professionalism of middle school science teachers in the state of Texas, and (b) producing a field- tested model for the development and integrated mathematics and science problem-solving curricula. There are three major objectives of the project: (1) to plan, design, execute, and evaluate a project that develops and enhances teachers' abilities to teach science; (2) to design, filed test and revise a prototype of a model for the development of middle school problem-solving curricula; and (3) to evaluate the model's effectiveness in answering research questions that pertain to the teaching and learning of science. Texas teachers will be involved at two levels. Three master teachers specifically chosen because of their areas of expertise in mathematics, science, and computers, will collaboratively execute all aspects of the project, including workshop teaching to other teachers and collaborative research with university researchers; and 30 pilot teachers, chosen from a pool of teachers throughout the state of Texas, who will receive instruction, write and field test the prototype, and assist in the research activities of the project. The significant of the project is that it provides a mechanism for interpreting research data and their cognitive worth within the context of good science teaching. Cost sharing is equivalent to 2.0% of the NSF award.