Assessing How Distance Learning for Teachers Can Enable Inquiry Science in Rural Classrooms

评估教师远程学习如何在农村课堂中实现探究科学

• 批准号: 0437768
• 负责人: Jeffrey Osborn
• 金额: $ 199.88万
• 依托单位: University of Kentucky Research Foundation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-01-01 至 2010-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0437768&HistoricalAwards=false
• 关键词: Assessing; How; Distance; Learning; Teachers

This contextual IERI project will explore how to effectively scale Hands-On Virtual Physics (HOV), a tested model of distance learning with a hands-on inquiry approach to middle school physical science. The project is based on prior work that developed several units on important physical science topics through a FIPSE grant. The key objective of this project is to assess whether students learning science in classrooms of teachers who have completed HOV Physics better meet state and national science goals and standards than do students who studied under the same teacher before the teacher completed this course, and to complete the development of additional units. The distance learning component combines virtual courses for teachers with a hands-on, inquiry-based approach.

该IERI项目将探索如何有效地扩展动手虚拟物理(HOV)，这是一种经过测试的远程学习模型，具有动手探究中学物理的方法。该项目是基于之前的工作，通过FIPSE拨款开发了几个关于重要物理科学主题的单元。该项目的主要目标是评估在已完成HOV物理课程的教师的课堂上学习科学的学生是否比在该教师完成本课程之前在同一教师手下学习的学生更好地满足国家和国家的科学目标和标准，并完成额外单元的开发。远程学习部分将面向教师的虚拟课程与实践、基于探究的方法相结合。