Powerful Ideas in Physical Science

本研究的目的是提升国小教师对自然科学的概念理解与教学技巧，其目标为：鼓励并使各学院和大学提供更适合学生入门背景的物理科学课程，更好地荣誉学习过程，并且更适合未来小学科学教师的现有需求。 为了实现这一既定目标，AAPT建议为物理和物理科学教师提供一个精心策划的意识和培训课程以及后续支持活动计划，使用物理科学中的强大思想：模型课程（NSF#TPE-9154024），该课程基于有关科学学习的有据可查的研究结果。 它采用了实践建构主义方法，代表了“少即是多”的哲学，包括专门为未来小学教师的需要选择的内容，并使用传统和替代评估。 该模型代表了一组物理，化学和科学教育教师代表12个不同的学院和大学的累积努力。 它被有意地设计成可运输到各种机构。 该提案要求为一个为期三年的计划提供资金，以培训和支持全国各地的学院和大学的物理科学教师使用该模型来改革他们未来的小学教师的物理科学课程。提出了三个层次的传播：1）意识讲习班，2）专业发展研讨会，3）暑期教师增强计划。 对参与国机构的技术援助访问将有助于保证改革工作的质量。 将通过电子公告板、AAPT出版物中的文章和信息以及AAPT会议的特别会议，为计划参与者提供持续的后续支持。

With the ultimate goal of improving elementary teachers' concept understanding of physical science and their physical science teaching skills, the objective of this proposed project is: To encourage and enable colleges and universities to provide physical science courses which are more appropriate to the entry-level background of students, which better honor the learning process, and which are more attuned to the exit-level needs of future elementary school science teachers. To accomplish this stated objective, the AAPT proposes to provide a carefully orchestrated program of awareness and training sessions and follow-up support activities for physics and physical science faculty using Powerful Ideas in Physical Science: A Model Course (NSF#TPE-9154024) which is based on well-documented research findings about science learning. It features a hands-on constructivist approach, represents a "less is more" philosophy, includes content selected specifically for the needs of future primary teachers, and uses both traditional and alternative assessments. The model represents the cumulative efforts of a group of physics, chemistry and science education faculty representing twelve different colleges and universities. It has been intentionally designed to be transportable to a variety of institutions. This proposal requests funding for a three-year program to train and support physical science faculty from colleges and universities across the nation to use the model to reform their physical science courses for prospective elementary teachers. Three levels of disseminatimn are proposed: 1) Awareness Workshops, 2) Professional Development Seminars, and 3) Summer Faculty Enhancement Programs. Technical assistance visits to participants' institutions will help assure the quality of reform efforts. Continuing follow-up support for program participants will be provided through an electronic bulletin board, articles and information in AAPT publications, and special session s at meetings of the AAPT.