The Collaborative Classroom-Based Inquiry and Fellows Program

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; Co-PI：温德尔波特每年研究员人数：7名研究生; 7名本科生学区合作伙伴：狄克逊;福尔索姆-科尔多瓦;纳托马斯;瓦卡维尔统一该项目的目标受众：K-12设置：1个农村; 3个郊区NSF支持的学科涉及：化学，地球科学，地质学，生命科学，数学和物理叙述性摘要：基于课堂的协作调查（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，他们正在进行基于课堂的调查。研究员通过与研究自己的教学法的专家教师并肩工作，加深了对教学问题的理解。研究员的专题专门知识有助于教师研究人员的工作，为他们分析学生的学习增加了一个不同的透镜。K-12年级的学生从合作中受益，因为他们接受基于研究的教学，通过系统收集学生学习的数据以及数学和科学学科的最新研究成果。研究员和教师在夏天一起工作，探索教师研究技术，在他们的主题领域的国家标准，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。研究员学徒与导师教师研究员承担各种教学任务，如促进小组工作或课堂讨论，提出课堂演示，教学特别设计的课程单位使用大组指导探究技术，并领导学生在实验室工作。项目的评估包括学生学习情况分析、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性质的信念以及对良好教学实践的看法的调查。有机会体验对他们的教学探究的立场，使他们努力通过专注于学生的学习不断提高他们的实践; K-12教师研究人员获得科学或数学内容领域的更深入的理解;和K-12学生获得数学和科学的丰富的理解。通过他们对该项目的研究，UCD教师更好地了解教师研究如何有助于教师的学习，特别是主题重点如何增强教师研究过程。该计划具有广泛的影响。以研究为基础的课程将达到约3000 K- 12学生与参与教师研究人员的工作。研究员的教学知识和关注学生学习的方向将影响他们最终将教授的大学生。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，开发的课程将通过CCBI网站提供。 该项目部分得到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.