Context-Rich Interactive Science Teaching and Learning System

情境丰富的互动科学教学系统

• 批准号: 0127427
• 负责人: Thompson Webb III
• 金额: $ 7.43万
• 依托单位: Brown University
• 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: 2002-05-01 至 2003-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0127427&HistoricalAwards=false
• 关键词: Context; Rich; Interactive; Science; Teaching

Interdisciplinary (99)Core concepts, such as Newton's second law of motion or the ideal gas law, underpin a rigorous science education. These ideas and laws come from physics, math, and chemistry; their necessity to practical and advanced science literacy is evidenced by widespread institutional standards requiring study in these disciplines by students in the sciences. Over the course of their careers, students mature in their understanding of fundamental scientific concepts, moving from memorization to analysis and synthesis of core ideas. The goal of science education at Brown University is to provide learning environments where students can become self-driven inquirers and investigators capable of scientific discovery. To achieve this growth, students require grounding in core scientific concepts and practice in the in self-driven inquiry and investigative behaviors they will use as scientists and scientifically literate citizens. To improve understanding of key science concepts and promote inquiry-based learning, we are developing a prototype Context-Rich Interactive Science Teaching and Learning System (CRISTALS) for pilot testing in 13 Brown University courses and at Rhode Island College and Worcester Polytechnic Institute. The web-based CRISTALS environment provides students with information and problems facilitating the exploration of a core concept in a context rich in interdisciplinary applications and examples. The CRISTALS environment is expected to support instructors in adapting science pedagogy to better meet the needs of a diverse student population. The CRISTALS tool provides students with opportunities to improve their ability to apply core scientific concepts in problems from multiple disciplines, and encourages self-driven inquiry into fundamental scientific principles.

跨学科（99）核心概念，如牛顿第二运动定律或理想气体定律，支撑着严格的科学教育。这些思想和定律来自物理学、数学和化学;它们对实用和高级科学素养的必要性，通过要求科学专业学生学习这些学科的广泛制度标准得到了证明。在他们的职业生涯中，学生在他们的基本科学概念的理解成熟，从记忆到分析和核心思想的综合移动。布朗大学科学教育的目标是提供学习环境，使学生能够成为能够进行科学发现的自我驱动的探究者和调查者。为了实现这一增长，学生需要在核心科学概念和实践中的自我驱动的调查和调查行为，他们将使用作为科学家和科学素养的公民接地。为了提高对关键科学概念的理解，促进探究式学习，我们正在开发一个原型上下文丰富的互动科学教学和学习系统（CRISTALS），在布朗大学的13门课程，并在罗得岛学院和伍斯特理工学院进行试点测试。基于网络的CRISTALS环境为学生提供信息和问题，促进在跨学科应用和实例丰富的背景下探索核心概念。预计CRISTALS环境将支持教师调整科学教学法，以更好地满足多样化学生群体的需求。CRISTALS工具为学生提供了提高他们在多个学科的问题中应用核心科学概念的能力的机会，并鼓励对基本科学原理进行自我驱动的探究。