Integrating Physics and Literacy Instruction in a Physics Course for Prospective Elementary and Middle School Teachers

将物理和识字教学整合到未来中小学教师的物理课程中

• 批准号: 0633752
• 负责人: Henri Jansen
• 金额: $ 14.97万
• 依托单位: Oregon State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-08-01 至 2012-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0633752&HistoricalAwards=false
• 关键词: Integrating; Physics; Literacy; Instruction; Course

Physics (13) Intellectual merit. The intent of this project is to increase students'' abilities to listen, speak, write, and read while they are learning science. The context is a laboratory-centered physics course for prospective elementary and middle school teachers. The project involves collaboration among the Department of Physics and Department of Science and Mathematics Education in the College of Science and the Department of Teacher Education in the College of Education.The primary research questions are: How do prospective teachers learn how to inquire into physical phenomena? How do prospective teachers learn how to speak and write coherently as well as to listen and read with comprehension about physical phenomena? How does experiencing integrated science learning and literacy learning impact prospective teachers'' confidence in teaching science as inquiry? Participants include 24 prospective teachers who enroll in the inquiry-based physics course for each year of the project. Data sources include video and audio tapes of class sessions, copies of student written work, interviews, focus groups, email messages, postings on the class electronic bulletin board, and websites that the prospective teachers develop to document their own learning. Both quantitative and qualitative methods of analysis are being used in a mixed-method design. Products include materials and strategies that physics instructors can adapt in courses for prospective elementary and middle school teachers. These include readings written by elementary and middle school teachers who provide examples of inquiry-based science instruction that enhances literacy learning, handouts that can supplement the regular curriculum, assessments such as diagnostic questions to document initial and developing knowledge, instructor notes that describe strategies to enhance literacy learning during inquiries into physical phenomena, and a website documenting prospective teachers'' science and literacy learning. Impact. This project advances the knowledge base by broadening the focus on learning in undergraduate physics courses to include ways to foster literacy skills in listening, speaking, writing and reading in the context of learning physics. The project also contributes the perspective of physicists to research on literacy learning in science contexts, much of which has been conducted by reading specialists rather than scientists. Physics instructors may choose to use the materials and strategies with science majors enrolled in the standard introductory physics courses. Thus the results of this project have the potential to improve instruction for all introductory physics students. Increased awareness of literacy issues may be particularly important for instructors of students from populations underrepresented in the field, for whom listening, speaking, writing and reading in English may be problematic. The project also includes forming an electronic network among instructors at other institutions who are teaching physics courses for prospective teachers. Participants in the network are sharing insights about fostering literacy and science learning. Research findings and pilot materials are being made accessible on the World Wide Web to maximize dissemination to a wide audience as well as reported at conferences and in refereed publications. The anticipated benefits to society include improved instruction in two critical domains: science and literacy.

物理学(13)智力方面的优点。这个项目的目的是提高学生在学习科学的同时听、说、写和读的能力。背景是一门以实验室为中心的物理课程，面向未来的中小学教师。该项目涉及理学院物理系、科学与数学教育系和教育学院教师教育系之间的合作。主要研究问题是：未来的教师如何学习如何探究物理现象？未来的教师如何学习如何连贯地说和写，以及如何在理解物理现象的基础上听和读？体验综合性科学学习和识字学习如何影响未来教师对科学探究式教学的信心？参与者包括24名准教师，他们在该项目的每一年都参加了以探究为基础的物理课程。数据来源包括课堂的视频和音频，学生书面作业的副本，访谈，焦点小组，电子邮件，班级电子公告栏上的帖子，以及未来教师为记录自己的学习而开发的网站。在混合方法设计中使用了定量和定性两种分析方法。产品包括物理教师可以在面向未来中小学教师的课程中采用的材料和策略。其中包括中小学教师撰写的阅读材料，他们提供了促进识字学习的探究式科学教学的例子，可以补充常规课程的讲义，用于记录初始和发展知识的诊断性问题等评估，教师笔记描述了在探究物理现象期间加强识字学习的策略，以及一个记录未来教师的科学和识字学习的网站。冲击力。该项目通过扩大本科物理课程对学习的关注来推进知识基础，将在学习物理的背景下培养听、说、写和读的能力的方法包括在内。该项目还从物理学家的角度对科学背景下的识字学习进行了研究，其中很大一部分是由阅读专家而不是科学家进行的。物理教师可以选择将材料和策略用于理科专业的标准物理入门课程。因此，这个项目的结果有可能改善对所有物理入门学生的教学。提高对识字问题的认识可能对外地任职人数不足的学生的教师特别重要，因为对他们来说，用英语进行听、说、写和读可能是有问题的。该项目还包括在其他机构的教师之间建立一个电子网络，这些教师正在为未来的教师教授物理课程。该网络的参与者正在分享对促进识字和科学学习的见解。研究结果和试点材料正在万维网上提供，以便最大限度地向广大受众传播，并在会议和参考出版物中报告。对社会的预期好处包括改善两个关键领域的教育：科学和扫盲。