Learning to Teach While Learning to Learn

这个项目的目的是开发和测试一个模式，以振兴地球科学入门课程。这种方法是双管齐下的：(1)在大型科学入门课程中使用适当的基于计算机的技术来吸引学生参与建构主义的、基于探究的活动；(2)帮助注册的职前教师批判性地分析这些课程中使用的教学和学习策略。该项目的目标是改组和恢复两门入门科学课程，并开发供职前教师同时学习的配套科学方法课程。将开发Java模拟，为学生提供自然的学习环境，并允许教师和学生分析学生的努力和思维过程。这些方法将在北爱荷华大学类似的科学课程中进行测试。本项目将：1)通过重组课程，整合建构主义和探究性活动，创造一种协作模式，以改善大型科学导论课程的学习；2)通过鼓励实习教师在学习科学时关注自己的元认知，加强职前教师科学教育；探究驱动的模拟和管理软件将在互联网上广泛使用，用于K-12和大学科学课程；4)为职前教师示范教学技术的示范应用；5)通过修改第二个地球科学领域的入门课程，证明该模型可转移到其他科学学科；6)为未来开发基于探究的模拟提供一个教学软件设计框架。

The purpose of this project is to develop and test a model for revitalizing introductory geoscience courses. The approach is two-pronged: (1) to use appropriate computer-based technology to engage students in constructivist, inquiry-based activities in large introductory science courses, and (2) to help enrolled pre-service teachers critically analyze the teaching and learning strategies used in these courses. The goals for this project are to restructure and revitalize two introductory science courses and to develop companion science methods courses to be taken concurrently by pre-service teachers. Java simulations will be developed to provide natural learning environments for students and to allow instructors and students to analyze student efforts and thought processes. These methods will be tested in similar science courses at the University of Northern Iowa. This project will: 1) produce a collaborative model to improve learning in large introductory science classes by restructuring the classes to integrate constructivist, inquiry-based activities, 2) enhance pre-service teacher science education by encouraging student teachers to focus on their own metacognition while learning science, 3) provide learner-centered, inquiry-driven simulations and management software which will be widely available on the Internet for use in K-12 and college science courses 4) model exemplary uses of instructional technology for pre-service teachers 5) demonstrate the transferability of the model to other scientific disciplines by revising an introductory course in a second geoscience area, and 6) provide an instructional software design framework for use in the development of future inquiry-based simulations.