The Inquiry-based Classroom in Context: Bridging the Gap Between Teachers' Practice and Policy Mandates

背景下的探究式课堂：弥合教师实践与政策指令之间的差距

• 批准号: 9804929
• 负责人: Brian Drayton
• 金额: $ 67.4万
• 依托单位: TERC Inc
• 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: 1998-08-15 至 2002-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9804929&HistoricalAwards=false
• 关键词: Inquiry; based; Classroom; Context; Bridging

9804929DraytonEducational reform efforts at both the National and State levels have mandated changes in science education intended to promote a deeper understanding of scientific concepts through an inquiry approach. Yet there is little documentation how teachers, who are involved in districts affiliated with systemic reform efforts, are making sense of this call to inquiry. How do teachers intepret this mandate and how does it express itself in their pedagogical practices, their use of curriculum, and in their assessment of students learning?

9804929 Drayton国家和州两级的教育改革努力要求对科学教育进行改革，旨在通过探究方法促进对科学概念的更深入理解。然而，几乎没有文献证明，参与系统改革努力的学区的教师们是如何理解这一调查呼吁的。教师如何理解这一使命？它如何体现在他们的教学实践中、他们对课程的使用以及他们对学生学习的评估中？