An Inquiry-based Approach to Professional Development: Using Prototypes to Help New Teachers Reflect on Project-based Learning

基于探究的专业发展方法：使用原型帮助新教师反思基于项目的学习

• 批准号: 9979805
• 负责人: Matthew Keefer
• 金额: $ 25.35万
• 依托单位: University of Missouri-Saint Louis
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1999
• 资助国家: 美国
• 起止时间: 1999-10-01 至 2004-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9979805&HistoricalAwards=false
• 关键词: Inquiry; based; Approach; Professional; Development

This research project explores the effectiveness of teacher education and learning in an inquiry-based learning program, Schools for Thought (SFT). The project will produce three interrelated modules of materials - each set containing case examples and exemplars, reflections on cases, and scoring guides anchored with examples of student work. CD-Rom and Web formats are used for the presentation of the material. In the first phase of the project, materials will be developed by experienced SFT teachers interacting with the PI. This will result in prototype teaching materials, scoring guides, curricula, and other supports for guiding less experienced SFT teachers in a process of inquiry into their own teaching. The teacher-cognitive scientist interactions will be examined to analyze differences in what teachers and cognitive scientists find most valuable when reflecting on learning programs based on cognitive principles. The St. Louis public schools will provide a test bed for this inquiry-based curriculum.

本研究项目探讨了教师教育和学习的有效性，以探究为基础的学习计划，学校的思想（SFT）。 该项目将产生三个相互关联的材料模块-每套包含案例和范例，案例反思，以及与学生作品示例相结合的评分指南。材料的编排采用光盘和网络格式。在项目的第一阶段，材料将由经验丰富的SFT教师与PI互动开发。这将导致原型教材，评分指南，课程和其他支持，指导经验不足的SFT教师在调查自己的教学过程中。教师与认知科学家的互动将被检查，以分析教师和认知科学家发现最有价值的差异时，反映基于认知原则的学习计划。 圣路易斯公立学校将为这种基于探究的课程提供一个试验台。