Living by Chemistry: Inquiry Based Modules for High School

以化学为生：高中探究模块

• 批准号: 9730634
• 负责人: Angelica Stacy
• 金额: $ 178.48万
• 依托单位: University of California-Berkeley
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1998
• 资助国家: 美国
• 起止时间: 1998-06-01 至 2006-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9730634&HistoricalAwards=false
• 关键词: Living; Chemistry; Inquiry; Based; Modules

9730634 Stacy Living by Chemistry is a modular high school course to promote change in teacher practice and increase in student science literacy by embedding the concepts of inquiry-based chemistry in meaningful contexts. The six modules, focusing on a life theme, are diagnosing disease, the sense of taste, enzyme reactions, breathing, blood chemistry, and energy from food. The first two modules focus on bonds between atoms; the next three modules focus on how arrangements of atoms change in transformations; the last module focuses on using energy concepts to predict chemical and physical changes. The multidisciplinary context can engage a diverse set of students. The core content addresses the National Science Education Standards and the Project 2061 Benchmarks. The science processes emphasize learning science the way science is done. Students ask questions, provide initial ideas, gather data and refine the ideas. Initially, the instructor models the thought processes of scientists and guides the investigations that model the nature of science. In later modules, students ask their own questions, design experiments to answer them and monitor their own understanding. The assessment measures conceptual understanding, model generation and refinement, and experimental design. Teachers are involved in the development and testing of the materials. Dissemination is by commercial publication. Products include a CDROM and print materials.

9730634 Stacy Living by Chemistry是一门模块化的高中课程，通过在有意义的环境中嵌入探究性化学的概念，促进教师实践的改变，提高学生的科学素养。这六个模块围绕着一个生活主题，分别是诊断疾病、味觉、酶反应、呼吸、血液化学和食物能量。前两个模块关注原子间的键；接下来的三个模块集中在原子的排列如何在变换中改变；最后一个模块侧重于使用能量概念来预测化学和物理变化。多学科背景可以吸引不同的学生。核心内容涉及国家科学教育标准和2061计划基准。科学过程强调以科学研究的方式学习科学。学生提出问题，提出最初的想法，收集数据并完善想法。最初，教师对科学家的思维过程进行建模，并指导对科学本质进行建模的调查。在后面的模块中，学生提出自己的问题，设计实验来回答这些问题，并监督自己的理解。评估测量概念理解，模型生成和改进，以及实验设计。教师参与材料的开发和测试。传播方式为商业出版物。产品包括光盘和打印材料。