The Collaborative Classroom-Based Inquiry and Fellows Program

基于课堂的协作探究和研究员计划

• 批准号: 0338357
• 负责人: Cynthia Passmore
• 金额: $ 153.34万
• 依托单位: University of California-Davis
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-07-01 至 2008-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0338357&HistoricalAwards=false
• 关键词: Collaborative; Classroom; Based; Inquiry; Fellows

Title of Project: The Collaborative Classroom-based Inquiry ProjectInstitution: University of California, DavisPI/Co-PI: PI: Evelyn Silvia; Co-PI: Wendell PotterNumber of fellows per year: 7 graduate; 7 undergraduateSchool District Partners: Dixon; Folsom-Cordova; Natomas; Vacaville Unified Target audience of the project: K-12Setting: 1 Rural; 3 SuburbanNSF supported disciplines involved: Chemistry, Earth Sciences, Geology, Life Sciences, Mathematics, and PhysicsNarrative Summary: The Collaborative Classroom Based Inquiry (CCBI) project connects University of California-Davis (UCD) graduate and undergraduate students with K-12 grade mathematics and science teachers who are conducting classroom-based inquiry. The fellows deepen their understanding of the issues of teaching and learning by working side-by-side with expert teachers who research their own pedagogy.. The subject matter expertise of the fellows contributes to the teacher-researchers' work by adding a different lens to their analysis of student learning. The K-12 grade students benefit from the collaboration as they receive research-based instruction, informed by systematic data collection on student learning as well as the latest results of research in the disciplines of mathematics and science. Fellows and teachers work together in the summer to explore teacher-research techniques, the State Standards in their subject matter area, and curriculum design. During the school year they collect data in the K-12 classrooms about what K-12 students know and understand in specific mathematics or science content areas and design curriculum that reflect that data. Fellows apprentice with the mentor teacher-researcher taking up various instructional tasks such as facilitating group work or class discussions, presenting class demonstrations, teaching specially designed curriculum units using large group guided-inquiry techniques, and leading the students in lab work. Evaluation of the project includes analysis of student learning, case studies of teacher-research groups as well as surveys of all participants on beliefs about the nature of science and mathematics as well as perceptions of sound pedagogical practices.The intellectual merits of this project include, for the Fellows, opportunities to experience an inquiry stance toward their teaching so that they strive to constantly improve their practice by focusing on student learning; K-12 teacher-researchers gain a deeper understanding of science or mathematics content areas; and the K-12 students gain an enriched understanding of mathematics and science. Through their research on the project, UCD faculty better understand how teacher-research contributes to teachers' learning and in particular how a subject matter focus enhances the teacher-research process. The program has broad implications. The research-based curriculum will reach approximately 3000 K- 12 students with whom participating teacher -researchers work. The Fellows' pedagogical knowledge and orientation to attend to student learning will impact the university students they will eventually teach. Findings from the teacher-research project will be shared with other teachers at conferences and through the CCBI website and the curriculum developed will be made available through the CCBI website. This project is partially supported by funds from the Directorate for Mathematical and Physical Sciences.

项目名称：协作式课堂探究项目机构：加州大学戴维斯分校PI/Co-PI: PI: Evelyn Silvia；每年研究员人数：7名研究生；合作伙伴：Dixon；Folsom-Cordova;奔涌;项目目标人群：k -12设置：1农村；摘要：协作式课堂探究（CCBI）项目将加州大学戴维斯分校（UCD）的研究生和本科生与K-12年级的数学和科学教师联系起来，这些教师正在进行课堂探究。研究员通过与研究自己教学方法的专家教师并肩工作，加深了他们对教学问题的理解。研究员的专业知识有助于教师研究人员的工作，为他们分析学生学习提供了不同的视角。K-12年级的学生从合作中受益，因为他们接受基于研究的指导，通过系统的学生学习数据收集以及数学和科学学科的最新研究成果。研究员和教师在夏季一起探索教师研究技术、各自学科领域的国家标准和课程设计。在学年期间，他们在K-12教室收集数据，了解K-12学生在特定数学或科学内容领域的知识和理解情况，并设计反映该数据的课程。研究员师从导师兼研究员，承担各种教学任务，如促进小组工作或课堂讨论，展示课堂演示，使用大型小组引导探究技术教授专门设计的课程单元，并带领学生进行实验室工作。该项目的评估包括对学生学习的分析，对教师研究小组的案例研究，以及对所有参与者关于科学和数学本质的信念以及对良好教学实践的看法的调查。这个项目的智力价值包括，对研究员来说，有机会体验探究他们的教学立场，以便他们努力通过关注学生的学习来不断改进他们的实践；K-12教师研究人员对科学或数学内容领域有了更深入的了解；K-12的学生对数学和科学有了更丰富的理解。通过对该项目的研究，都柏林大学的教师们更好地了解了教师研究如何有助于教师的学习，特别是关注主题如何增强教师研究过程。该计划具有广泛的影响。研究型课程将覆盖大约3000名K- 12学生，参与的教师研究人员将与他们一起工作。研究员的教学知识和对学生学习的关注将影响他们最终将教的大学生。教师研究项目的结果将在会议上和CCBI网站上与其他教师分享，制定的课程将在CCBI网站上发布。该项目由数学和物理科学理事会提供部分资金支持。