Integrating Exemplary Physical Science Teacher Enhancement Materials with Mathematics for Preservice Middle School Teachers

跨学科（99）这个项目正在开发一个综合物理科学和数学的两门课程序列，以准备职前小学和中学教师在中学任教。学生往往会在中学阶段失去对数学和科学的兴趣，这种丧失通常归因于准备不足的教师。缺乏准备是双重的：小学教师在中学教学中缺乏物理科学的内容，而中学教师在中学教学中缺乏适当的教学模式。认识到教师教的是他们被教的，这两节课程的顺序旨在开发嵌入职前教师的内容知识发展的教学模式。该项目的目标是：1)培养职前中学教师全面的物理科学知识和数学在科学研究中的应用；2)培养一支有能力塑造适合职前中学教师教学风格的大学教师核心队伍；3)开发一套可被其他大学采用的课程包，用于对职前中学教师的教学。为了实现这些目标，一个由四名科学教师和一名教育教师组成的团队将物理科学和中学课程中经过验证的教师增强材料改编成两门课程。这种适应的关键要素是数学的整合，以及贯穿整个课程的研究调查，以便学生培养一种做“真正的科学”的感觉。该项目采用了来自操作物理、操作化学、天文学项目、地球科学项目、物理科学的强大思想和任务数学：连接航空航天和NCTM标准的材料。这些材料正在被修改，在科学材料中包括明确的数学应用，就像在任务数学中所做的那样。教师们正在接受学习周期教学、合作学习和社区建设方面的培训。这两门课程的参与为未来的教师适应课堂提供了一个模式。参加这些课程的学生在初级阶段，并且已经完成了通识教育科学和数学课程：一门实验课程来自任何科学，统计学，大学代数，另外两门课程来自生物，化学，地球科学，数学和计算机科学，或物理。正在作出特别努力，从堪萨斯州西部农村招收妇女、少数民族和非传统学生进入新的课程序列。

Interdisciplinary (99)This project is developing a two-course sequence of integrated physical science and mathematics to prepare preservice elementary and secondary teachers to teach at the middle school level. Students tend to lose interest in mathematics and science at the middle school level, a loss often attributed to ill-prepared teachers. The lack of preparation is two-fold: elementary teachers teaching at the middle school lack content in the physical sciences, while secondary teachers lack appropriate pedagogical models for teaching at the middle school level. Realizing that teachers teach as they were taught, this two-course sequence is designed to develop pedagogical models embedded in content knowledge development of preservice teachers. The objectives of the project are to: 1) Develop comprehensive knowledge of the physical sciences and applications of mathematics in the study of science in preservice middle school teachers; 2) Develop a core of university faculty who have facility in modeling teaching styles appropriate for the preservice middle school teachers; 3) Develop a curriculum package that can be adapted by other universities for the instruction of preservice middle school teachers. The objectives are being achieved by having a team of four science and one education faculty adapt proven teacher-enhancement materials in the physical science and middle school curriculum into a two-course sequence. Key elements of this adaptation are the integration of mathematics, and a research investigation that extends throughout the course so that students develop a sense of doing "real science." The project is adapting materials from Operation Physics, Operation Chemistry, Project Astro, Project Earth Science, Powerful Ideas in Physical Science, and Mission Mathematics: Linking Aerospace and the NCTM Standards. These materials are being modified by including explicit mathematical applications within the science materials as has been done within Mission Mathematics. The faculty are receiving training on teaching with the learning cycle, cooperative learning, and community building. Participation in this two-course sequence provides a model for future teachers to adapt to their classrooms. Students enrolling in these courses are at the junior level and have completed the general education science and mathematics courses: one laboratory course from any science, statistics, college algebra, and two other courses selected from biology, chemistry, geosciences, mathematics and computer science, or physics. Special efforts are being made to recruit women, minority, and non-traditional students from rural western Kansas into the new course sequence.