A Standards-Driven, Inquiry-Based Science Curriculum for Future Elementary School Teachers

面向未来小学教师的标准驱动、探究式科学课程

• 批准号: 0126968
• 负责人: Jill Nelson Granger
• 金额: $ 5.04万
• 依托单位: Sweet Briar College
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-02-15 至 2005-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0126968&HistoricalAwards=false
• 关键词: Standards; Driven; Inquiry; Based; Science

Interdisciplinary (99)The science departments at Sweet Briar College are making a strong commitment to enhancing the preparation of new teachers by developing a set of new science courses for the undergraduate pre-service teacher. These courses, Chemistry by Inquiry, Life & Earth Science by Inquiry, and Physics by Inquiry, fulfill the newly mandated requirements for teacher licensure by the Commonwealth of Virginia. Our new Science by Inquiry curriculum supports National Science Education Standards and is modeling for pre-service teachers "best-practices" in inquiry-based and hands-on approaches to teaching.This project is building upon a strong commitment to undergraduate science education and a commitment by the science faculty to outreach activities in the community. In addition our project is informed by national efforts in undergraduate science reform, including similarly focused NSF-funded projects: (1) Steven Fifield, et. al., "Integrating Inquiry-Based Science and Education Methods Courses in a 'Science Semester' for Future Elementary Teachers" (NSF award no. 0088527), University of Delaware. This is a problem-based learning project.(2) Sally Jean, "Project Inspire: Investigations in Science for Pre-Service Teachers; Promoting and Producing Inquiry-Based Relevant Experiences" (NSF award no. 0088646), Keene State University. (3) Alfonso M. Albano, "Building Bridges: Science Education Reform at Bryn Mawr College" (NSF award no. 9850090), Bryn Mawr College. Through adaptations of these programs we are creating science courses for pre-service undergraduate teachers that inspire them to create and discover. Our objectives in implementing this new curriculum are to provide the newly trained teachers with content mastery and hands-on science experiences and activities which are directly transferable to the NK-6 classroom, and to do so in an environment which encourages open-ended investigation and active learning. Students who complete these courses develop competency inscience methodology, acquire a good attitude toward science and the scientific process, and learn the requisite skills (written, oral, and quantitative) to be successful teachers of science.

跨学科（99）在甜石楠学院的科学部门正在作出强有力的承诺，通过开发一套新的科学课程的本科职前教师，以加强新教师的准备。这些课程，化学探究，生命地球科学探究，物理探究，满足弗吉尼亚州联邦教师执照的新要求。我们新的科学探究课程支持国家科学教育标准，并为职前教师在基于探究和实践的教学方法中的“最佳实践”建模。该项目建立在对本科科学教育的坚定承诺和科学教师对社区外展活动的承诺之上。此外，我们的项目是由国家在本科科学改革的努力，包括类似的重点NSF资助的项目：（1）史蒂芬Fifield，等。例如，“在未来小学教师的”科学学期“中整合基于探究的科学和教育方法课程”（NSF奖号0088527），特拉华州大学。这是一个基于问题的学习项目。(2)Sally Jean，“Project Questionire：Investigations in Science for Pre-Service Teachers; Promoting and Producing Inquiry-Based Relevant Experiences”（NSF award no. 0088646），Keene州立大学。(3)阿方索M.阿尔巴诺，“建筑桥梁：布林莫尔学院的科学教育改革”（NSF奖号9850090），布林莫尔学院。通过对这些课程的改编，我们正在为职前本科教师创建科学课程，激励他们创造和发现。我们实施这一新课程的目标是为新培训的教师提供内容掌握和实践科学经验和活动，这些经验和活动可直接转移到NK-6课堂，并且是在鼓励开放式调查和主动学习的环境中进行的。谁完成这些课程的学生发展科学方法的能力，获得对科学和科学过程的良好态度，并学习必要的技能（书面，口头和定量）是成功的科学教师。