Integrated Apprenticeship in the Teaching of Elementary Science (IATES)

基础科学教学综合学徒制（IATES）

• 批准号: 0536536
• 负责人: David Schuster
• 金额: $ 19.95万
• 依托单位: Western Michigan University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-07-01 至 2011-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0536536&HistoricalAwards=false
• 关键词: Integrated; Apprenticeship; Teaching; Elementary; Science

Physics (13) This project is developing and testing a program for elementary educators that:__ integrates the design of the science content and science teaching methods courses,__ adopts an apprenticeship instructional model,__ develops science content within an explicit processes-of-science epistemological framework, promoting understanding of inquiry and the nature of science.__ develops pedagogical content knowledge along with content understanding__ builds on proven features of the existing coursesProject activities involve the joint development of curricula for a physics course for pre-service teachers and the elementary science teaching methods course. The apprenticeship instructional model is common to both courses, and science content, cognition and method will be interwoven. Epistemology regarding the nature and processes of science is explicit, and inquiry pedagogy is modeled throughout. The project is producing course materials and problem sets that embody these curriculum features. The university is collaborating with several regional community colleges and extension centers in the development of the program and local implementationIntellectual meritThis project involves several new instructional design features that work together with proven pedagogy to address recognized problems in science teacher preparation: (1) Conventionally, science content and science teaching methods courses are separate, and usually offered by different colleges; (2) Regular science courses are usually taught in presentation mode, rather than modeling the inquiry approach that teachers will be expected to use in their own classrooms; (3) Epistemologically, most content courses tend to present science as final-product knowledge, with little emphasis on the nature and processes of science; (4) During their studies, students tend to view themselves as students meeting requirements rather than as developing professional teachers. The project team includes faculty from both the college of arts and sciences and the college of education who are specialists in both a science discipline and science education, with considerable experience in curriculum development and science teacher preparation. The current elementary education program, which the project team helped to build and is used as the foundation for this project, has been recognized as exemplary. In addition, the university has a large number of elementary education majors, a fact that will facilitate the collection of convincing evaluative data.Broader ImpactEffective preparation of teachers better equipped to teach science leads to greater student interest in science and ultimately a more scientifically literate population. The project impact includes a large number of prospective teachers at the university. In addition, regional community colleges and extension centers have articulation arrangements with the university and are participating in the development and administration of the new courses. Furthermore, the teacher preparation issues addressed are national problems; since many institutions have similar structural arrangements, the project can serve as a prototype influencing adoption elsewhere. The curriculum materials produced also support dissemination and broaden the impact.

物理（13）本项目正在为小学教育工作者制定和测试一个方案，该方案将科学内容和科学教学方法课程的设计结合起来，采用学徒制教学模式，在明确的科学过程认识论框架内制定科学内容，促进对探究和科学本质的理解。发展教学内容知识沿着内容理解__建立在现有课程的已证实的特征上项目活动涉及为职前教师联合开发物理课程和基础科学教学方法课程。 两门课程都采用学徒制教学模式，科学内容、认识和方法将相互交织。关于科学的性质和过程的认识论是明确的，探究教学法是贯穿始终的。该项目正在编制体现这些课程特点的教材和问题集。该项目涉及几个新的教学设计特点，与行之有效的教学法一起解决科学教师培养中公认的问题：（1）传统上，科学内容和科学教学方法课程是分开的，通常由不同的学院提供;（2）常规的科学课程通常以演示模式教授，而不是模仿教师在自己的课堂上使用的探究方法;（3）从认识论上讲，大多数内容课程倾向于将科学作为最终产品知识呈现，很少强调科学的本质和过程;（4）在学习过程中，学生倾向于把自己看作是符合要求的学生，而不是发展中的专业教师。项目团队包括来自文理学院和教育学院的教师，他们是科学学科和科学教育的专家，在课程开发和科学教师准备方面具有相当丰富的经验。目前的小学教育方案，项目小组帮助建立，并作为该项目的基础，已被公认为典范。此外，该大学有大量的基础教育专业，这一事实将有助于收集令人信服的评估数据。更广泛的影响有效地培养更有能力教授科学的教师，提高学生对科学的兴趣，最终提高人口的科学素养。该项目的影响包括大学的大量潜在教师。 此外，区域社区学院和推广中心与大学有衔接安排，并参与新课程的开发和管理。此外，所处理的师资培训问题是全国性的问题;由于许多机构都有类似的结构安排，该项目可以作为一个样板，影响其他地方的采用。编制的课程材料也有助于传播和扩大影响。