Taking Ownership: Science as Constructive Inquiry (SCI) - An Interdisciplinary, Urban, Multicultural Curriculum Development Program

所有权：科学作为建设性探究（SCI）——跨学科、城市、多元文化的课程开发项目

• 批准号: 9455430
• 负责人: Michael Sobel
• 金额: $ 22.66万
• 依托单位: CUNY Brooklyn College
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1995
• 资助国家: 美国
• 起止时间: 1995-07-01 至 2000-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9455430&HistoricalAwards=false
• 关键词: Taking; Ownership; Science; Constructive; Inquiry

Brooklyn College of the City University of New York is developing, enhancing, and disseminating an intensive, yet supportive, science preparation sequence for urban preservice elementary teachers. For the past five years college faculty from the four science departments - Physics, Chemistry, Geology, and Biology - have collaborated with the science education faculty to design and pilot a constructivist-oriented set of science and science education courses. It is the purpose of this proposed project to consolidate the successes of this preliminary program, to build upon pedagogic discoveries, and to strengthen and disseminate a possible major contribution to the nation's infrastructure in science. In the early part of the three year project, curriculum is highlighted: (1) Quantitative thinking is being developed as a systemic strand through science courses; this involves the use of lab-based science instruction as a way of teaching mathematics, and using mathematics as a way of allowing active learning to extend beyond the bounds of lab and human scales. This project addresses the science and science education courses. The PI's are cooperating with colleagues concurrently working on revision of the mathematics sequence for elementary education majors. (2) Since teaching in the constructivist mode involves a major shift for most faculty, the PI's are working to enhance consistency in teaching throughout the science courses. (3) The science faculty are developing a revised model for set-up of laboratory work, to allow for flexibility and spontaneity in student activities. In the latter part of the grant period, the PI's will prepare a book about their experiences in devising a constructivist curriculum, including discussion of pedagogical, scientific, philosophical, and political issues. In addition to curricular illustrations, the book will demonstrate how faculty with traditional backgrounds can be encouraged, motivated, and taught to develop teaching style s appropriate to inquiry-based learning.

纽约城市大学布鲁克林学院正在为城市小学教师开发、加强和传播一个密集的、但又支持性的科学准备序列。在过去的五年里，来自四个科学系-物理，化学，地质学和生物学-的大学教师与科学教育教师合作，设计和试点一套以建构主义为导向的科学和科学教育课程。 该项目的目的是巩固这一初步计划的成功，建立在教学发现的基础上，并加强和传播对国家科学基础设施的可能的重大贡献。 在为期三年的项目的早期部分，课程强调：（1）定量思维正在通过科学课程发展为系统链;这涉及使用基于实验室的科学教学作为数学教学的一种方式，并使用数学作为一种允许主动学习的方式，以超越实验室和人类规模的界限。 该项目涉及科学和科学教育课程。 PI正在与同时从事小学教育专业数学序列修订工作的同事合作。 (2)由于建构主义模式的教学涉及到大多数教师的重大转变，PI正在努力提高整个科学课程教学的一致性。 (3)科学系正在制定一个修改后的实验室工作模式，以允许学生活动的灵活性和自发性。 在资助期的后半部分，PI将准备一本关于他们在设计建构主义课程方面的经验的书，包括对教育学、科学、哲学和政治问题的讨论。 除了课程插图，这本书将展示如何与传统背景的教师可以鼓励，激励，并教导发展教学风格适合探究式学习。