SGER: Transformative Research Anchored in Science Learning and Teaching Environments (TRANSLATE)

SGER：以科学学习和教学环境为基础的变革性研究（翻译）

• 批准号: 0540041
• 负责人: Julie Luft
• 金额: --
• 依托单位: Arizona 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: 2005-08-15 至 2008-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0540041&HistoricalAwards=false
• 关键词: SGER; Transformative; Research; Anchored; Science

This SGER proposal, a response to current national initiatives focused on secondary science instruction, would collate, examine and broadly disseminate current scholarly research in three critical areas of secondary science education: Inquiry; Reforming Instructional Practices; and Roles of Technology in Instruction. The goals of this proposal include (1) informing practitioners of existing studies; (2) sharing knowledge across the science teacher education community and (3) providing the science education research community with an overview of existing studies and an agenda for future work. The proposed secondary science study would be rapidly and broadly disseminated at professional meetings and through three books, one in each of the critical areas, to be published as part of the NSF/ESIE Foundations series.

SGER的这项建议是对当前侧重于中学科学教育的国家倡议的回应，它将整理、审查和广泛传播中学科学教育三个关键领域的当前学术研究：探究；改革教学实践；以及技术在教学中的作用。这项建议的目标包括：(1)向实践者通报现有的研究；(2)在科学教师教育界分享知识；(3)向科学教育研究界提供现有研究的概览和未来工作的议程。拟议的中级科学研究将在专业会议上迅速广泛传播，并将通过三本书广泛传播，作为国家科学基金会/ESIE基金会系列的一部分出版，每个关键领域各一本。