Facility Development Criteria for Prototype Laboratories for Secondary School Science Instruction

小行星9553585 随着教师和学校探索新的教学方法，科学、数学和技术教育的教学正在转向更多的动手实践、实验室丰富的体验式学习。 学校中的计算机和精密仪器越来越多，合作学习、团队教学、基于项目的学习和学生研究的努力也越来越多。 学科之间的界限正在模糊。 然而，在确定支持和维持改进的教学所需的物质设施方面却做得很少。 研究了教育改革对设施的要求，为规划、规划和设计科学、数学和技术教育学习的原型空间提供设施发展标准和指导方针。 这项研究确定了一个规划过程，可用于核实需求和实施变革。 该项目由一个咨询委员会指导，提供教育改革的远景和案例研究。 一个由教师和其他人组成的咨询小组协助收集和解释数据。 两个小组审查最后文件。 该项目产品的主要受众是参与设施开发或翻新的教师;但它也对家长、董事会成员、管理人员和政府官员有用。

9553585 Lidsky The teaching of science, mathematics, and technology education is changing to more hands-on, laboratory rich experiential learning as teachers and schools explore new ways to teach. Computers and sophisticated instrumentation in schools are increasing as are efforts in cooperative learning, team teaching, project-based learning and student research. Boundaries between disciplines are blurring. However, little has been done to define the physical facilities necessary to support and sustain improved teaching and learning. The demands placed on facilities by educational reform are studied to provide facility development criteria and guidelines for programming, planning, and designing prototype spaces for learning in the sciences, mathematics and technology education. The study defines a process for planning that can be used to verify needs and implement change. The project is guided by an Advisory Committee to provide the vision and case studies of educational reform. A Consultant Group of teachers and others assist in data gathering and interpretation. Both groups review the final documents. The main audience for the products of this project are teachers involved in facility development or renovation; but it is also useful to parents, board members, administrators, and government officials.