Adapting and Implementing the Physical Science for Elementary Teachers (PSET) Curriculum in a Multiple-Section Course

该大学的物理教师和管理人员最近重新评估了为职前小学和幼儿教师提供的科学内容课程的适当性和实用性。这些评估的结果是：(1)职前教师物理科学概论课程(PHSC 101)需要更恰当地反映马里兰州科学内容标准，(2)PHSC 101的内容主题需要进行重组，使它们变得更加连贯和相互关联，以及(3)需要将更多的教育技术融入PHSC 101。在比较不同课程后，选择小学教师物理课程作为课程改革的基础。PSET是一门以探究为基础、由计算机支持的课程，旨在让学生对重要的物理科学概念建立有意义的理解。PSET解决了PHSC 101课程的具体需求，包括一个发展良好的力和运动单元，通过提供一个作为首要主题的能量和交互框架，并通过集成计算机模拟、计算机驱动的数据传感器和儿童讨论和做科学的DVD视频形式的重要技术组件。PSET课程正在适应课程及其学生的需要。该项目的预期结果是：在2008年夏季之前在PHSC 101的所有部分使用修订的PSET课程；提高PHSC 101学生对物理内容的理解；举办讲习班和辅导，以支持和支持新教师(特别是兼职教师)实施PSET课程；记录新PSET教师面临的实施挑战；在科学教师教育协会(AETS)和美国物理教师协会(AAPT)的全国会议上展示项目成果，并随后在同行评议的期刊上发表。智力价值：每年有336名职前教师(90%以上是女性)将对物理科学概念、探究式教学和教育技术的使用有更深入的了解。更广泛的影响：一旦PSET在PHSC 101中成功使用，它随后可以被改编成研究生水平的教师物理科学课程。此外，PHSC 101课程的变化有助于推动其他本科课程的概念和技术变化，包括地球空间科学课程和科学教学实践课程。最后，该项目关于PSET学习成果和实施挑战的研究可以大大增加现有关于PSET有效性和探究式科学教师专业发展的研究机构。

Physics (13) Faculty and administrators at the University have recently reassessed the appropriateness and utility of the science content courses offered to preservice elementary and early childhood teachers. The outcomes of these assessments is that (1) the Introduction to Physical Science course for preservice teachers (PHSC 101) needs to more appropriately reflect the Maryland State Content Standards in science, (2) the content topics in PHSC 101 need to be restructured in such a way that they become more coherent and interconnected, and (3) a greater amount of educational technology needs to be integrated into PHSC 101.After comparing different curricula, the Physical Science for Elementary Teachers (PSET) curriculum has been selected as the curriculum that forms the basis for changes in the curriculum. PSET is an inquiry-based, computer-supported curriculum that engages students in constructing meaningful understanding of important physical science concepts. PSET addresses the specific needs of the PHSC 101 course by including a well-developed force and motion unit, by providing an energy and interaction framework that serves as an overarching theme, and by integrating a significant technology component in the form of computer simulations, computer-driven data sensors, and DVD videos of children discussing and doing science. The PSET course is being adapted to the needs of the course and its students.Expected outcomes of this project are: use of the revised PSET curriculum in all sections of PHSC 101 by Summer 2008; increase in understanding of physical science content for the PHSC 101 students; institution of workshops and mentoring to support and sustain new faculty (particularly part-time faculty) as they implement the PSET curriculum; documentation of implementation challenges faced by new PSET faculty; and presentation of project results at national meetings of the Association for the Education of Teachers in Science (AETS) and the American Association of Physics Teachers (AAPT) and subsequent publication in a peer reviewed journal.Intellectual merit: Each year, 336 preservice teachers (over 90% female) will gain a deeper understanding of physical science concepts, inquiry-based instruction, and use of educational technology. Broader impacts: Once PSET is successfully used in PHSC 101, it can subsequently be adapted to a graduate-level Physical Science for Teachers course. Also, changes to the PHSC 101 course are helping to drive conceptual and technological changes in other undergraduate content courses, including an earth space science course and a science teaching practicum course. Finally, the research from this project on PSET learning outcomes and implementation challenges can add significantly to the existing body of research on the effectiveness of PSET and the professional development of inquiry-based science instructors.