Designing inquiry-based courses in Mathematics and Physics

许多小学和中学教师按照他们被教导的那样教学。 在许多情况下，这导致盲目地遵循给定的教科书。 对学习文件的研究提高了学生积极参与学习过程对课程材料的记忆。 该项目的重点是为促进学生积极参与学习的教师培训方案制定数学和科学新课程。 新课程整合了数学和科学的内容，通过实例向职前教师传授经验证的探究式教学技术的使用和益处，作为其教师教育计划的一个组成部分。 该项目分别建立在全国和全州成功的物理和数学倡议的基础上。 课程的设计利用了预测试的结果，以确定普遍的成见，并确定纳入的主题。 课程材料在俄亥俄州州立大学的两个校区的教师教育项目中进行了试点测试。

Many elementary and secondary school teachers teach as they have been taught. In may cases, this results in following a given textbook slavishly. Research on learning documents improved retention of course material by students actively involved in the learning process. This project focuses on the development of new curricula in mathematics and science for teacher preparation programs which promotes active student involvement in learning. Integrating the content of mathematics and science, the new curricula teaches pre-service teachers the use and benefits of proven techniques of inquiry-based instruction as an integral part of their teacher education program by example. The project builds on the successful physics and mathematical initiatives nationally and statewide, respectively. The curricula are designed using the results of the pretests to determine prevalent preconceptions and to define topics for inclusion. Course materials are pilot tested in teacher education programs on two campuses of The Ohio State University.