Inquiry-Based Integrated Natural Sciences for Pre-Service Elementary Teachers

针对职前小学教师的探究式综合自然科学

• 批准号: 0942943
• 负责人: Sacha Kopp
• 金额: $ 14.4万
• 依托单位: University of Texas at Austin
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-01-15 至 2013-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0942943&HistoricalAwards=false
• 关键词: Inquiry; Based; Integrated; Natural; Sciences

Interdisciplinary (99)This project is continuing to develop a 4-semester inquiry-based integrated natural science curriculum for all pre-service elementary education majors at the University of Texas. It is supporting the remaining development of that curriculum, focusing on astronomy and earth climate. This 4-semester model has built on existing models of integrated natural science content courses and, as such, represents a refinement of past models. The curriculum is purposefully interdisciplinary and provides a special emphasis on making connections between the disciplines by using common vocabulary, evidence supported reasoning, and scientific laws while studying the phenomena of the natural world. A stand-out feature of this refinement is the extensive use of formative assessment. The curriculum includes frequent testing of the pre-service students' mastery of content. It also includes frequent testing of their self-efficacy in conducting scientific experiments or hands-on activities with K-12 students. This testing is guided by current research on using formative assessment during inquiry activities and aims to teach pre-service teachers how to use formative assessment in their classrooms. This project is also supporting faculty training to prepare instructors for offering the necessary multiple sections of these inquiry-based courses. The new curriculum uses the guided inquiry method as the primary form of instruction. This is a teaching approach not frequently employed in service courses at large universities. Nevertheless, hands-on, inquiry-based instruction is the model that should ultimately be employed by in-service teachers. This curriculum will initially serve 400 pre-service elementary teachers at the University of Texas each year.

跨学科（99）这个项目正在继续开发一个4学期的探究为基础的综合自然科学课程，所有职前小学教育专业在得克萨斯大学。 它正在支持该课程的其余发展，重点是天文学和地球气候。 这个4学期的模式建立在现有的综合自然科学内容课程的模型，因此，代表了过去的模型的细化。 该课程有目的地跨学科，特别强调在研究自然世界现象的同时，通过使用常见词汇、证据支持的推理和科学定律来建立学科之间的联系。 这种改进的一个突出特点是广泛使用形成性评估。 课程包括经常测试职前学生对内容的掌握程度。 它还包括经常测试他们在与K-12学生进行科学实验或动手活动时的自我效能。 本测试以当前关于在探究活动中使用形成性评价的研究为指导，旨在教职前教师如何在课堂上使用形成性评价。 该项目还支持教师培训，使教师为提供这些基于调查的课程的必要多个部分做好准备。 新课程采用引导探究法作为主要的教学形式。 这是一种在大型大学的服务课程中不常采用的教学方法。 然而，实践，探究式教学是最终应该由在职教师采用的模式。 该课程最初将每年为德克萨斯大学的400名职前小学教师提供服务。