Modeling Scientific Practice in High School Biology: A Next Generation Instructional Resource
高中生物学科学实践建模:下一代教学资源
基本信息
- 批准号:1348990
- 负责人:
- 金额:$ 196.35万
- 依托单位:
- 依托单位国家:美国
- 项目类别:Continuing Grant
- 财政年份:2013
- 资助国家:美国
- 起止时间:2013-10-01 至 2017-12-31
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
This project addresses an immediate challenge facing high school science education: the need for a curricular resource package to support a high school biology course fully aligned to the core ideas, crosscutting concepts, and scientific practices of College and Career Readiness standards. The project will develop a suite of resources including educative curricular materials, pedagogical tools, intensive teacher professional development, and video documentation of exemplary implementation and investigate the impact of the instructional resource on teacher and student learning. The full curricular resource package will be coupled with an innovative online lesson builder to foster a cycle of continuous improvement, as teachers document their adaptations to the curricular resources over time.The project has four phases. During the design phase a team of university faculty and science education experts work with two high school biology teachers to modify existing exemplary curriculum materials and instructional supports and align them to the College and Career Readiness science standards. These newly created materials and supports are piloted by the two collaborating teachers and data from the pilot are used to refine the materials. Once the package is complete and refined it will be implemented by an additional ten high school biology teachers. Data from the implementation will allow research into how teachers use the materials to plan their lessons, how the materials are enacted in classrooms and the effects the materials have on student learning. The final phase of the project will be to disseminate the resulting curriculum package and research findings to the public. The project leverages, aligns and amplifies the NSF-developed resources of previously successful researchers and their tools, methodologies and supports. The need for truly aligned curricula and supports will be pressing as new core standards are implemented across the nation. There is a need for re-tooling the skills and pedagogical approaches of many teachers in the face of the current reforms. The project will meet these needs and provide a substantive contribution to the emerging national vision of quality science education.
本项目解决了高中科学教育面临的一个紧迫挑战:需要一个课程资源包来支持高中生物课程,使其完全符合大学和职业准备标准的核心思想、横切概念和科学实践。该项目将开发一套资源,包括教育课程材料、教学工具、强化教师专业发展和示范实施的视频文件,并调查教学资源对教师和学生学习的影响。完整的课程资源包将与创新的在线课程构建器相结合,以促进持续改进的循环,因为教师会记录他们对课程资源的适应情况。该项目分为四个阶段。在设计阶段,一个由大学教师和科学教育专家组成的团队与两名高中生物教师合作,修改现有的示范课程材料和教学支持,并使其与大学和职业准备科学标准保持一致。这些新创建的材料和支持由两位合作教师进行试点,并使用试点的数据来完善材料。一旦整套方案完成并完善,将由另外10名高中生物教师实施。实施过程中的数据将有助于研究教师如何使用这些材料来规划课程,这些材料如何在课堂上实施,以及这些材料对学生学习的影响。该项目的最后阶段将是向公众传播产生的课程包和研究成果。该项目利用、调整和扩大了nsf开发的以前成功的研究人员及其工具、方法和支持的资源。随着新的核心标准在全国范围内实施,对真正一致的课程和支持的需求将变得迫切。面对当前的改革,有必要重新调整许多教师的技能和教学方法。该项目将满足这些需求,并为正在形成的国家优质科学教育愿景做出实质性贡献。
项目成果
期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
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Cynthia Passmore其他文献
A Framework for Model-Based Inquiry Through Agent-Based Programming
通过基于代理的编程进行基于模型的查询的框架
- DOI:
10.1007/s10956-014-9534-4 - 发表时间:
2014 - 期刊:
- 影响因子:4.4
- 作者:
Lin Xiang;Cynthia Passmore - 通讯作者:
Cynthia Passmore
Teachers Learning to Promote Classroom Discourse, Equity, Agency, and Engagement
教师学习促进课堂话语、公平、能动性和参与
- DOI:
10.22318/icls2020.2151 - 发表时间:
2020 - 期刊:
- 影响因子:2.3
- 作者:
Allison H. Hall;Mitchell J. Nathan;Michael I. Swart;S. Fitzpatrick;Brent Dolezalek;R. Correnti;Eben B. Witherspoon;L. Matsumura;M. Walsh;C. Schunn;M. Stein;C. Nicholas;J. McClain;M. P. Rogers;Joshua A. Danish;Lynsey K. Gibbons;Eve Manz;A. Wilhelm;Andrea C. Bien;S. Kavanagh;Eric A. Siy;Elizabeth Dutro;Hala Ghousseini;E. Kazemi;C. Griesemer;Aliza Zivic;Kelsey Edwards;Christina Murzynski;J. Smith;Jessica L. Alzen;Cynthia Passmore;W. Penuel;B. Reiser;S. Goldman;Monlin Ko;P. Herbst;A. Milewski;A. Ogan;S. Clarke;Andrea S. Gomoll;J. Zimmerman;Jesús Calvillo;Kris D. Gutiérrez - 通讯作者:
Kris D. Gutiérrez
‘Models of’ versus ‘Models for’
- DOI:
10.1007/s11191-017-9884-4 - 发表时间:
2017-04-26 - 期刊:
- 影响因子:2.500
- 作者:
Julia Gouvea;Cynthia Passmore - 通讯作者:
Cynthia Passmore
Beyond Comparisons of Online Versus Face-to-Face PD
超越在线与面对面 PD 的比较
- DOI:
10.1177/0022487113511497 - 发表时间:
2014 - 期刊:
- 影响因子:0
- 作者:
Jean Moon;Cynthia Passmore;B. Reiser;S. Michaels - 通讯作者:
S. Michaels
Characterizing relationships between collective enterprise and student epistemic agency in science: A comparative case study
描述集体企业与学生科学认知机构之间的关系:比较案例研究
- DOI:
10.1002/tea.21841 - 发表时间:
2022 - 期刊:
- 影响因子:4.6
- 作者:
Jessica L. Alzen;Kelsey Edwards;W. Penuel;B. Reiser;Cynthia Passmore;C. Griesemer;Aliza Zivic;Christina Murzynski;Jason Y. Buell - 通讯作者:
Jason Y. Buell
Cynthia Passmore的其他文献
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{{ truncateString('Cynthia Passmore', 18)}}的其他基金
Collaborative Research: Extending and Investigating the Impact of the High School Model-Based Educational Resource
合作研究:扩展和调查基于高中模式的教育资源的影响
- 批准号:
1814263 - 财政年份:2018
- 资助金额:
$ 196.35万 - 项目类别:
Continuing Grant
The Collaborative Classroom-Based Inquiry and Fellows Program
基于课堂的协作探究和研究员计划
- 批准号:
0338357 - 财政年份:2004
- 资助金额:
$ 196.35万 - 项目类别:
Continuing Grant
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