Before, During and After Class Learning Cycle Activities

课前、课中和课后学习循环活动

• 批准号: 0920654
• 负责人: John Gelder
• 金额: $ 49.86万
• 依托单位: Oklahoma State University
• 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 2015-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0920654&HistoricalAwards=false
• 关键词: Before; During; After; Class; Learning

Chemistry (12) The "Before, During and After Class Learning Cycle Activities" project focuses on large introductory lectures and the need for instructional materials that support an inquiry-oriented instructional strategy, and encourage active student engagement in a cooperative learning setting. The project is developing 24 sets of instructional materials that support instruction in a one-year course for science and engineering majors. These instructional materials will be activities for "before", "during", and "after" class meetings based on the Learning Cycle Approach. Before lecture students will complete a web-based Before Class Exploration (BCE), consisting of a data collection activity using a simulation program and questions about the data. Responses are stored in a database so the instructor can assess student's pre-existing knowledge, allowing lecture activities to be customized for each class. The During Class Invention (DCI) uses data generated in the BCE along with questions/problems to develop a concept that focuses on course learning objective(s). Cooperative groups complete the DCI and individual/group responses are reported using clickers. The After Class Application (ACA) is a web-based set of conceptual and algorithmic questions that allow students to apply their knowledge of the concept introduced by the BCE and "invented" by the DCI. The instructional tactics used in this project are supported by the research on cooperative learning, inquiry-based instructional strategies, and advance organizers. The innovative instructional materials use sound research-based principles and can serve as a model for instructors in other disciplines. A two-day workshop for faculty teaching large lecture sections will provide training, theoretical background, and opportunity to generate new sets of activities.

化学（12）“课前，课中和课后学习周期活动”项目侧重于大型介绍性讲座和支持探究式教学策略的教学材料的需求，并鼓励学生积极参与合作学习环境。该项目正在开发24套教学材料，以支持科学和工程专业一年课程的教学。这些教学材料将是基于学习循环法的“课前”、“课中”和“课后”的活动。在讲座之前，学生将完成基于网络的课前探索（BCE），包括使用模拟程序的数据收集活动和有关数据的问题。 答案存储在数据库中，以便教师可以评估学生的预先存在的知识，允许讲座活动，以定制为每一个类。课堂发明（DCI）使用BCE中生成的数据沿着问题/问题来开发一个专注于课程学习目标的概念。合作小组完成DCI，并使用点击器报告个人/小组的反应。课后应用（ACA）是一套基于网络的概念和算法问题，允许学生应用他们对BCE引入的概念的知识，并由DCI“发明”。本研究所采用的教学策略是以合作学习、探究式教学策略和先行组织者的研究为基础的。创新的教学材料使用健全的研究为基础的原则，可以作为其他学科的教师的模式。为期两天的研讨会，教师教学大型讲座部分将提供培训，理论背景，并有机会产生新的活动集。