The Collaborative Classroom-Based Inquiry and Fellows Program

项目标题：协作式课堂探究式项目研究所：加州大学戴维斯分校/协作式：PI：伊夫林·西尔维亚；协作式：温德尔·波特每年研究员数：7名毕业生；7名本科生学区伙伴：迪克森；福尔索姆-科尔多瓦；Natoma；瓦卡维尔项目的统一目标受众：K-12设置：1农村；3个国家自然科学基金支持的学科涉及：化学、地球科学、地质学、生命科学、数学和物理学摘要：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进行课堂探究的K-12年级数学和科学教师联系起来。研究员们通过与研究自己的教育学的专家教师并肩工作，加深了他们对教与学问题的理解。研究员的学科专业知识通过为他们对学生学习的分析增加了不同的视角，从而为教师和研究人员的工作做出了贡献。K-12年级的学生受益于合作，因为他们接受以研究为基础的教学，了解学生学习的系统数据收集以及数学和科学学科的最新研究成果。研究员和教师在暑假一起探索教师研究技术、学科领域的国家标准和课程设计。在学年期间，他们在K-12课堂上收集关于K-12学生在特定数学或科学内容领域的知识和理解的数据，并设计反映这些数据的课程。研究员与导师、教师和研究人员一起承担各种教学任务，如促进小组工作或课堂讨论、展示课堂演示、使用大型小组指导探究技术教授特别设计的课程单元，以及指导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，教师研究小组的案例研究，以及对所有参与者对科学和数学本质的信念以及对合理教学实践的看法的调查。该项目的智力价值包括：对研究员来说，有机会体验对他们的教学的探究立场，从而努力通过专注于学生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更深入的了解；K-12学生对数学和科学有更丰富的理解。通过对该项目的研究，UCD的教职员工更好地了解了教师研究如何有助于教师的学习，特别是学科重点如何促进教师研究过程。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，与他们一起参与教师和研究人员的工作。学员的教学知识和专注于学生学习的取向将影响他们最终执教的大学生。教师研究项目的结果将在会议上和通过CCBI网站与其他教师分享，制定的课程将通过CCBI网站提供。该项目部分得到了数学和物理科学局的资金支持。

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.