Windows on the Inquiry Classroom: Full Course, Instructor-and-Apprentice Annotated Video for Professional Development in STEM Inquiry Teaching

在他们的教学实践中，STEM教师发现，尽管他们中的许多人都意识到现代教与学的研究，但很难打破直接演讲的模式。原因之一是他们几乎从不去对方的教室。他们没有很好的例子来说明课堂如何变得不同，他们也没有机会与其他教师讨论他们为什么要这样做。培训新教员的课程和研讨会也缺乏实际课堂实践的具体模式。这个项目正在为一门名为“火与冰”的现有课程制作一个完整的、专业的视频记录，这是一个探究式教学的例子，在这个课程中，学生们通过小组讨论和动手科学探索来建立对科学概念的理解。这些教学方法来源于当前对人类学习和动机的研究。这里的课堂不是照本宣科的完美课堂；这是一个真正的课堂，教师和学生面对真正的学习挑战。该视频的标签是对课程参与者的采访视频评论，包括讲师（化学教授）、学生（非理工科专业）和几名作为该课程新教师的理工科博士生。带注释的视频为科学教室提供了一扇敞开的门。指导员，无论是有经验的还是新手，都要解释他们的目标、决定和态度。因此，观众会经历一条故事线（发生的过程）以及一个背景故事（参与者的动机、态度和反应）。因此，在项目标题中使用了“窗口”这个词——这个教室有多个视图。视频的个人用户可以“访问”课程，查看正在进行的内容，并可以与教师“交谈”他的想法。该视频产品预计可在网上下载，供想要改进教学或探索探究式教学方法的人使用，并用于培训教师的课堂和讲习班。课程简介：《冰与火》是一门面向非理工科学生的课程，侧重于热的感知、运动、创造、理解和利用。它结合了化学、物理学、生物学、生理学和科学史的科学原理。主题包括，例如，身体如何感知热量和调节温度；如何通过烘烤、烘烤和微波来使用热量；热量如何通过原子/分子运动传递；以及如何在温暖的气候下造冰。18世纪的历史文献经常被用作阅读材料。每堂课的结构都是一个学习周期格式，从动手探索开始，移动到抽象模型，然后到具有个人或社会相关性的应用程序。学生在合作小组中完成整个课程。

In their teaching practices, STEM faculty find it difficult to break out of the mode of straight lecture presentation, even though many of them are aware of modern research on teaching and learning. One reason is that they hardly ever visit each other's classrooms. They do not have good examples of how the classroom could look different, and they do not have opportunities to talk with other instructors about why they do what they do. Courses and workshops that train new faculty members also lack concrete models of actual classroom practice.This project is creating a full, professionally produced video record of an existing course called "Fire and Ice," which is an example of inquiry-based instruction, in which students build their understanding of scientific concepts through group discussions and hands-on scientific explorations. The teaching approaches are derived from current research on human learning and motivation. The classroom here is not a scripted, perfect classroom; it is a real classroom, in which instructors and students face real learning challenges. The video is being tagged with video commentary from interviews with course participants, including the instructor (a chemistry professor), students (non-science majors), and several science Ph.D. students who are novice co-teachers for the course. The annotated video provides a science classroom with an open door. Instructors, both experienced and novice, explain their goals, decisions, and attitudes. The viewer therefore experiences a story line (the course as it happens) as well as a backstory (the motivations, attitudes, and responses of participants). Hence the word "windows" in the project title -- there are multiple views into this classroom. An individual user of the video can "visit" the course to see what is going on and can "talk" with the instructor about his thinking.The video product is expected to be downloadable on the Web, for use by people who want to improve their teaching or explore inquiry-based approaches, and for use in classes and workshops for training teachers.About the course: "Fire and Ice" is a course for non-science majors, focusing on the perception, movement, creation, understanding, and use of heat. It incorporates scientific principles from chemistry, physics, biology, physiology, and history of science. Topics include, for example, how the body senses heat and regulates temperature; how heat is used in cooking via baking, broiling, and microwaving; how heat moves through atomic/molecular motion; and how to make ice in warm climates. Historical literature from the 18th century is often used for readings. Each class session is structured on a learning cycle format, beginning with hands-on explorations, which move to abstract models and then to applications that have personal or societal relevance. Students work throughout the course in cooperative groups.