Collaborative Research: Reacting to the Past Pedagogy for Science Education

合作研究：对过去的科学教育教学法的反应

• 批准号: 0920441
• 负责人: David Henderson
• 金额: $ 19.04万
• 依托单位: Trinity College
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-10-01 至 2013-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0920441&HistoricalAwards=false
• 关键词: Collaborative; Research; Reacting; Past; Pedagogy

This project adapts the successful Reacting to the Past (RTTP) pedagogy to science courses (STEM). RTTP consists of simulation games in which students adopt roles in seminal scientific debates. RTTP increases student engagement, shifts attitudes, and improves critical thinking and communication skills in STEM courses. RTTP necessitates a multidisciplinary approach that bridges gaps existing between different disciplines. This project develops STEM curricular materials to meet the needs of both non-science majors as well as science majors. By engaging non-science majors in scientific debates, the project improves the understanding and perception of science. This approach leads to well informed citizens and competent decision-makers. Course materials are disseminated through a web site at www.barnard.edu/reacting and publication by Pearson Education. The project trains a cohort of new RTTP faculty through summer RTTP Institutes and workshops at regional and national professional conferences. Special efforts are underway to recruit educators from two-year colleges, those serving large minority populations and ESL populations. Faculty learn to bring the advantages of RTTP to their traditional science courses. The project is conducting formative and summative assessment of RTTP for the acquisition of content knowledge and on the understanding of and attitudes toward science. The results of the assessment are being published and presented to science educators to encourage the widespread adoption of RTTP science games. The evaluation process developed by this project is being shared with developers of other RTTP games.

该项目将成功的对过去的反应（RTTP）教学法应用于科学课程（STEM）。RTTP由模拟游戏组成，学生在其中扮演重要的科学辩论角色。RTTP提高了学生的参与度，改变了态度，提高了STEM课程的批判性思维和沟通技巧。RTTP需要多学科的方法，弥合不同学科之间存在的差距。该项目开发STEM课程材料，以满足非科学专业以及科学专业的需求。通过让非科学专业的学生参与科学辩论，该项目提高了对科学的理解和感知。这一办法有助于培养知情的公民和有能力的决策者。课程材料通过网址www.barnard.edu/reacting和皮尔逊教育出版社分发。该项目通过夏季RTTP研究所和区域和国家专业会议研讨会培训一批新的RTTP教师。目前正在作出特别努力，从两年制学院、为大量少数民族人口和ESL人口服务的学院招聘教育工作者。教师学会把RTTP的优势，他们的传统科学课程。该项目正在对RTTP进行形成性和总结性评估，以获得内容知识以及对科学的理解和态度。评估结果将公布并提交给科学教育工作者，以鼓励广泛采用RTTP科学游戏。该项目开发的评估过程正在与其他RTTP游戏的开发人员共享。