Integrating the Chemistry Systemic Initiatives and Teacher Professional Development in a Large General Chemistry Course

将化学系统举措和教师专业发展整合到大型普通化学课程中

• 批准号: 0087967
• 负责人: Christopher Bauer
• 金额: $ 23.51万
• 依托单位: University of New Hampshire
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2001
• 资助国家: 美国
• 起止时间: 2001-05-01 至 2005-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0087967&HistoricalAwards=false
• 关键词: Integrating; Chemistry; Systemic; Initiatives; Teacher

Chemistry (12) This project is building a learning community in a 700-person general chemistry course by melding key features of the NSF Chemistry Systemic Initiatives with existing computer-based laboratory facilities and with the unique UNH Preparing Future Faculty programs. The course is intended to help students grow intellectually and personally. We are hoping to demonstrate intellectual growth along three dimensions - conceptual understanding of chemistry, metacognitive ability, and motivation to learn. We are attempting to create an environment in which students feel "known," despite the large population, and in which helping each other learn is valued. This may lead to enhanced retention of students in the course, in science disciplines, and in college.Student learning focuses on constructing, visualizing, and articulating an understanding of chemistry by means of inquiry-based activities that occur throughout the scope of student work (lecture, lab, study group, homework). Along with inquiry-based activities of our own design, we are integrating and adapting a number of ChemConnections modules (Berkeley/Beloit groups), e.g. "What's in a Star", "Design of Automobile Air Bag", and "Ozone Hole", as motivating contexts for learning chemistry. Our stance is one of constructing knowledge on an as-needed basis. At the same time, we are enhancing one of our traditional course goals - understanding the particulate nature of matter - by means of supportive text and media materials, e.g. Silberberg's text and new animations, and Joel Russell's split-screen multiple representations CD. Lastly, having students articulate and evaluate their understanding is a central pedagogic feature. This occurs through 8-person peer-led discussion groups (CUNY City College Peer-Led Team Teaching model), computer-mediated peer-reviewed writing (UCLA Calibrated Peer Review system), and the discussion associated with the Chem Connections modules.Computers are being used for homework (4 years experience with Spain's ChemSkill Builder), laboratory data acquisition (Labworks computer stations for student pairs), and molecular animations, as well as for routine course information and communication (UNH implementation of Blackboard.com). We also are creating a Pedagogic Field Laboratory - a clinical setting whereby science Ph.D. students involved in the UNH Preparing Future Faculty degree programs and preservice secondary science teachers can observe, participate, and discuss the implementation process, and assess student and faculty responses. Activities in the PFL extend beyond this chemistry project, since there are a number of NSF-funded curriculum projects underway at UNH. The PFF programs are available to students and faculty off campus, especially at partner institutions (Howard Univ., St. Anselm College, Keene State College, UNH-Manchester).

化学(12)这个项目正在一个700人的普通化学课程中建立一个学习社区，通过将NSF化学系统倡议的主要特征与现有的基于计算机的实验室设施以及独特的UNH准备未来学院计划相结合。这门课程的目的是帮助学生在智力和个人方面成长。我们希望从三个维度展示智力增长--对化学的概念理解、元认知能力和学习动机。我们正试图创造一种环境，在这种环境中，尽管人口众多，但学生们感觉自己是“知名的”，在这种环境中，相互帮助是受重视的。这可能会提高学生在课程、科学学科和大学中的记忆力。学生学习的重点是通过在整个学生工作范围内(讲课、实验室、学习小组、家庭作业)进行基于探究的活动来构建、形象化和阐明对化学的理解。除了我们自己设计的基于查询的活动，我们正在整合和调整一些ChemConnections模块(伯克利/贝洛伊特小组)，例如《星星里有什么》、《汽车安全气囊的设计》和《臭氧空洞》，作为学习化学的激励情境。我们的立场是在需要的基础上构建知识。与此同时，我们正在通过支持性文本和媒体材料，例如Silberberg的文本和新的动画，以及Joel Russell的分割屏幕多重表示CD，来加强我们的传统课程目标之一-了解物质的颗粒本质。最后，让学生清楚地表达和评估他们的理解是一个主要的教学特点。这是通过8人同行领导的讨论小组(CUNY城市学院同行领导的小组教学模式)，计算机中介的同行评议写作(加州大学洛杉矶分校校准的同行审查系统)，以及与化学连接模块相关的讨论。计算机被用于家庭作业(4年西班牙ChemSkill Builder经验)，实验室数据获取(LabWorks学生对计算机工作站)，分子动画，以及常规课程信息和交流(UNH实施Blackboard.com)。我们还创建了一个教学现场实验室--一个临床环境，参与UNH准备未来教师学位计划的理科博士生和职前中学理科教师可以观察、参与和讨论实施过程，并评估学生和教职员工的反应。PFL的活动超越了这个化学项目，因为在UNH有许多由NSF资助的课程项目正在进行。PFF项目对校外的学生和教职员工开放，特别是在合作机构(霍华德大学、圣安塞姆学院、基恩州立学院、曼彻斯特大学)。