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

探究课堂之窗：STEM探究教学专业发展的完整课程、师徒带注释视频

• 批准号: 1245730
• 负责人: Christopher Bauer
• 金额: $ 20万
• 依托单位: University of New Hampshire
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-01-01 至 2020-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1245730&HistoricalAwards=false
• 关键词: Windows; Inquiry; Classroom; Full; Course

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.

在他们的教学实践中，STEM教师发现很难打破直接的演讲模式，即使他们中的许多人都知道现代研究的教学和学习。原因之一是他们几乎不去彼此的教室。他们没有很好的例子来说明课堂如何看起来不同，他们也没有机会与其他教师谈论他们为什么这样做。培训新教师的课程和讲习班也缺乏实际课堂实践的具体模式。本项目正在制作一个完整的、专业制作的视频记录，记录一门名为“火与冰”的现有课程，这是一个基于探究的教学的例子，学生在其中通过小组讨论和动手科学探索建立对科学概念的理解。教学方法来自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，而是一个真实的课堂，教师和学生在这里面临着真实的学习挑战。这段视频被贴上了视频评论的标签，这些视频评论来自对课程参与者的采访，包括教师（一位化学教授）、学生（非理科专业）和几位理科博士。是这门课的新教师的学生。注释视频提供了一个科学教室与开放的门。教练，无论是经验丰富的还是新手，都解释他们的目标，决定和态度。因此，观众会体验到一个故事线（发生的过程）和一个背景故事（参与者的动机、态度和反应）。因此，在项目标题中有“窗户”这个词--有多个视角进入这个教室。视频的个人用户可以“访问”课程，了解正在进行的内容，并可以与讲师“交谈”他的想法。视频产品预计将在网络上下载，供希望改进教学或探索基于探究的方法的人使用，并用于培训教师的课程和研讨会。关于课程：“火与冰”是一门面向非理科专业的课程，重点是对热的感知、运动、创造、理解和利用。它融合了化学、物理学、生物学、生理学和科学史的科学原理。例如，主题包括身体如何感知热量并调节温度;热量如何通过烘焙，烧烤和微波炉用于烹饪;热量如何通过原子/分子运动移动;以及如何在温暖的气候中制冰。18世纪世纪的历史文献经常被用来阅读。每堂课都以学习周期的形式进行，从动手探索开始，然后转向抽象模型，然后转向具有个人或社会相关性的应用程序。学生们在整个课程中以合作小组的形式工作。