Developing Inquiry-based Instruction Skills

发展探究式教学技能

• 批准号: 0455573
• 负责人: April Adams
• 金额: $ 29.9万
• 依托单位: Northeastern State University
• 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: 2005-05-15 至 2009-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0455573&HistoricalAwards=false
• 关键词: Developing; Inquiry; based; Instruction; Skills

With prior NSF support, an inquiry-oriented science content course was developed for use in a teacher-training program at Northeastern State University. The current proposal seeks to assess the effectiveness of this course by examining the use of inquiry strategies by teachers who graduated before and after the couse was redesigned.This project aims to study the effectiveness of science courses reformed to include inquiry strategies, and the impact of school context on teaching practice. The purpose is to document the knowledge and skills of Expert Teachers who effectively use inquiry-based instruction. This research will compare the effectiveness of in-service teachers who have taken the reformed science content course to teachers who took the non-reformed course in earlier years. Both groups will be compared to selected expert teachers.

在NSF之前的支持下，东北州立大学开发了一门面向探究的科学内容课程，用于教师培训项目。目前的建议旨在通过考察在课程重新设计前后毕业的教师使用探究策略的情况来评估这门课程的有效性。这项计划旨在研究改革后的理科课程包含探究策略的有效性，以及学校环境对教学实践的影响。其目的是记录有效使用探究式教学的专家教师的知识和技能。本研究将比较参加过科学内容课程改革的在职教师和早年参加过科学内容课程改革的在职教师的教学效果。这两组人将被与选定的专家教师进行比较。