The Great Salt Lake Project: Inquiry-Based Education of Preserivce Teachers Using a Unique Regional Ecosystem

1998年5月，理学院制定了一项新的使命声明，承诺我们在整个课程中采用以探究为基础的方法。这项建议的目标是使我们的科学教育课程与这一使命相一致。我们将直接解决类似院校普遍存在的问题：科学和教育教师之间缺乏合作，职前教师缺乏以探究为基础的科学教学，以及缺乏适当的空间来开展这种方法。为了实现这一目标，我们将在科学大楼内建造一个教室/实验室，为职前教师提供以探究为基础的学习。职前教师将适应国家和地方课程，围绕一个独特的生态系统--大盐湖设计实验模块，并为课程创建一个基于网络的传播计划。将创建一个资源中心，配备供职前和实习教师使用的结账设备。实验的所有权和设备的使用权将确保我们认证的教师能够实施他们设计的课程模块。除了基于网络的传播外，我们还建议与犹他州自然历史博物馆的教育部门合作。小学职前教师将通过指导博物馆长期存在的4年级教育计划来实施他们的模块。中小学职前教师也将在科学方法课程的实地实习中实施他们的模块。这一课程改革将巩固科学课程与教育学院的关系，不仅影响中小学教育科学方法课程，还将显著联系两个学科的教师。长期的影响将是一批对科学过程有深刻理解的教师。

In May 1998, the science faculty developed a new mission statement which commits us to an inquiry-based approach throughout our curriculum. The objective of this proposal is to align our science education courses with this mission. We will directly address problems that are ubiquitous at similar institutions: a lack of collaboration between science and education faculty, a deficiency in inquiry-based science instruction for pre-service teachers, and absence of a proper space for such methodology.To achieve this aim, we will create a classroom/laboratory, housed in the sciences building, to allow for inquiry-based learning for pre-service teachers. Adapting national and local curricula, pre-service teachers will design experimental modules centered around a unique ecosystem, Great Salt Lake, and create a web-based dissemination program for the curriculum. A resource center, with equipment for checkout by pre-service and practicing teachers, will be created. Ownership of the experiments and access to equipment will ensure that the teachers we certify, who largely remain in the vicinity, can implement the curriculum modules they design.In addition to web-based dissemination, we propose collaboration with the education division of the Utah Museum of Natural History. Elementary pre-service teachers will implement their modules by instructing in the Museum's long-standing 4' grade educational programs. Both elementary and secondary pre-service teachers will also implement their modules in field placements for their science methods courses.This curriculum change will cement the relationship of the science programs and the School of Education, affecting not only the elementary and secondary education science methods courses, but also significantly connecting the faculty of both disciplines. The long-term impact will be a population of teachers who have a deep understanding of the scientific process.