Pathway to Inquiry-Based Science Teaching: An International Partnership

本项目在肖多尔教育基金会的“科学探究式教学之路：国际合作伙伴关系”中，重点关注“作为探究的教学科学”。它以三个主轴为基础，可以促进以探究为基础的科学教育(IBSE)的理解。它(A)提出了一种以标准为基础的探究式科学教学方法，概述了帮助教师有效组织教学的教学模式；(B)采用了一系列方法来激励教师采用探究式技术和活动；(C)提供了一套独特的开放式教育资源和教学实践(与科学课程相联系)，这些资源和教学实践在促进探究式教育的同时扩大了课堂教学的局限性，已被证明是有效和有效的。这种方法使所有利益攸关方(教师、教师培训者和课程制定者、政策制定者)能够根据最佳做法审查自己的做法，这些做法为可实现的目标设定了标准，并为他们提供了一种独特的工具来改进他们的日常做法。广泛的影响都基于这三个目标。他们在很大程度上依赖于Shodor是一个积极的“培训培训者”的合作伙伴，以确保国家科学数字图书馆(NSDL)的材料形成新材料努力和改变教师准备教学方式的新努力的核心，同时以探究模式扩展他们的评估，并利用研讨会直接使许多美国(在职和职前)教师和教师准备教师受益。这为NSDL的内容和设计的有效性提供了更广泛的评估。此外，美国与会者还将在文化和比较教育方面拥有丰富的国际经验。

This project focuses on 'Teaching Science as Inquiry' in this 'Pathway to Inquiry-Based Science Teaching: An International Partnership' undertaken by Shodor Education Foundation. It is based on three main axes that could facilitate the uptake of IBSE (Inquiry-Based Science Education). It (a) proposes a standard-based approach to teaching science by inquiry that outlines instructional models to help teachers organize effectively their instruction, (b) deploys a series of methods to motivate teachers to adopt inquiry-based techniques and activities and (c) offers access to a unique collection of open educational resources and teaching practices (linked with science curricula) that have proven efficiency and efficacy in promoting inquiry-based education while expanding the limitations of classroom instruction. Such an approach enables all stakeholders (teachers, teachers' trainers, and curriculum developers, policy-makers) to examine their own practices in the light of the best performing approaches that set the standards on what can be achieved and provides them with a unique tool to bring about improvements in their everyday practice. Broad Impacts are based in all three objectives. They depend largely on Shodor being an active 'train the trainers' partner to ensure that National Science Digital Library (NSDL) materials form the core of the new materials effort and new efforts to change how teachers are prepared to teach while both extending their evaluation in an inquiry mode and leveraging the workshops to directly benefit a number of American (in-service and pre-service) teachers and teacher preparation faculty. This provides a broader evaluation of the effectiveness of the content and design of NSDL. Also the American participants will have a substantial international experience in culture and comparative education.