Preparation of Preservice Mathematics and Science Teachers: Completion of TEAMS-BC Reform Program

该课程旨在发展证据和推理之间的区别，作为掌握一些科学概念的背景下的概念框架。由于学前科学教师越来越多地负责教学的标准，例子明确地从标准和结论是与标准。 课程的前三周使用一些常见的范例探索证据和推理之间的区别，例如，太阳系的日心说和浮沉的性质。 教学方法基于麻省理工学院媒体实验室的认识论和学习小组开发的建构主义方法（http：//lcs.www.media.mit.edu/groups/el/）。这种方法的特点是：（1）学生必须清楚地理解预期的结果;（2）实现结果必须要求学生采取行动;（3）学生必须能够判断他们的行动是否使他们更接近或远离预期的结果。这种方法提供了来自任务的反馈，而不是来自老师的反馈。例如，要求学生开发一个测量物体体积的程序，他们必须能够通过其他方法确定体积，以便他们能够确定他们设计的方法是否一致。他们还使用各种对象来测试他们提出的问题解决方案。

The course is designed to develop the distinction between evidence and inference as a conceptual framework in the context of mastering a few science concepts. Since precollege science teachers are increasingly held responsible for teaching to the Standards, examples are explicitly drawn from the Standards and conclusions are linked to the Standards. The first three weeks of the course explore the distinction between evidence and inference using a few common exemplars, e.g., the heliocentric view of the solar system and the nature of floating and sinking. The method of teaching is based on the constructionist approach developed by the Epistemology and Learning Group at the MIT Media Lab (http://lcs.www.media.mit.edu/groups/el/), among others. This approach is characterized in the following way: (1) the intended outcome must be clearly understood by the students; (2) achieving the outcome must require the students to act; and (3) students must be able to tell whether their actions are taking them closer to or further from the intended outcome. This approach provides feedback from the task, not from the teacher. For example, students asked to develop a procedure to measure the volume of an object must be able to determine the volume by some other process so that they can determine if the method they devise agrees. They also use a variety of objects upon which to test their proposed solution to the problem.