Middle School Science Curriculum Materials: Meeting Standards and Fostering Inquiry Through Learning Technologies

中学科学课程材料：通过学习技术达到标准并促进探究

• 批准号: 0101780
• 负责人: Joseph Krajcik
• 金额: --
• 依托单位: Regents of the University of Michigan - Ann Arbor
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2001
• 资助国家: 美国
• 起止时间: 2001-08-01 至 2007-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0101780&HistoricalAwards=false
• 关键词: Middle; Science; Curriculum; Materials; Meeting

This sixth through eighth grade comprehensive, project-based, science curriculum focuses on students acquiring deep understandings of the concepts, principles and habits of mind articulated in national science standards. The curriculum builds upon the experiences of the Center for Learning Technologies in Urban Schools developing the LeTUS modules for Chicago and Detroit Public Schools. The project brings together scientists and science educators from three universities, teachers and administrators from six school districts, curriculum speialists from Project 2061, educational researchers from EDC, and Kendall/Hunt publishers. The design principles, arising from research on teaching and learning, include alignment with standards, assessments, contextualization, sustained student inquiry, embedded learning technologies, collaboration, and scaffolds between and within modules. Phase 1 focuses on the development of two units: Structure of Matter and Diversity of Life and Evolution. Learning outcomes are identified, target understanding performances are specified and assessments are designed before the activities are developed. Everday authentic questions that students hold as important provide the basis for projects, contextualize the activities and give coherence to the curriculum. In addition to the student materials and teacher guides, the project develops materials to provide information to administrators and the community to understand and support the implementation of the modules. Issues of language, literacy, culture and diversity are addressed. Professional development materials address teacher attitudes and beliefs while educating the teachers about the new context and pedagogy.

这个六年级到八年级的综合性，基于项目的科学课程侧重于学生对国家科学标准中阐述的概念，原则和思维习惯的深刻理解。 该课程建立在城市学校学习技术中心为芝加哥和底特律公立学校开发LeTUS模块的经验基础上。 该项目汇集了来自三所大学的科学家和科学教育工作者，来自六个学区的教师和管理人员，来自2061项目的课程专家，来自EDC的教育研究人员和Kendall/Hunt出版商。 设计原则，从教学和学习的研究中产生，包括与标准，评估，情境化，持续的学生探究，嵌入式学习技术，协作，以及模块之间和模块内的支架对齐。 第一阶段的重点是两个单位的发展：物质结构和生命与进化的多样性。 在开展活动之前，先确定学习成果，明确目标理解表现，并设计评估。 学生认为重要的日常真实问题为项目提供了基础，使活动情境化，并使课程具有连贯性。 除了学生材料和教师指南外，该项目还编写材料，向管理人员和社区提供信息，以了解和支持这些单元的实施。 讨论了语言、识字、文化和多样性问题。专业发展材料涉及教师的态度和信念，同时教育教师了解新的环境和教学法。