Adapting the Next Generation Physical Science and Everyday Thinking curriculum for a lecture-laboratory format (Adapting Next Gen PET)

这项探索和设计参与式学生学习项目旨在解决本科教育中两个长期存在的问题：有效教学带来的挑战，以大型讲座形式进行有用的学习，以及培养职前小学教师候选人对物理原理的科学理解的挑战。Adapting Next Gen PET致力于改善未来教师的物理学习，同时授权教师在他们的物理课程中实施教育研究，提供经过充分测试和完善的课程版本，适合最广泛使用的通用教育科学课堂模式(讲座和实验室)，并能够充分利用为物理和日常思维和学习物理科学开发的丰富的支持教师资源。下一代物理科学和日常思维(下一代PET)是在物理学和日常思维(PET)的基础上发展起来的，它已经被证明对未来教师的教学知识和对学生如何学习科学的理解都有重大影响。它已在两年制和四年制机构教授，适用于科学方法课程，并作为实习小学教师的讲习班提供。然而，它并不适合满足大多数大学通识教育要求的常见讲座/实验室形式。该项目将制定现有材料的实施大纲，以支持讲课/实验模式，并增加目前没有得到支持的一项科学实践：规划和开展调查。完成后，将向物理教师教育联盟(PhysTEC)机构和美国所有物理系宣传一个全国性的研讨会。该项目不仅将提供一个适合PhysTEC机构采用的课程，而且还将提供一个可作为广泛的非STEM专业的普通教育自然科学实验室课程的课程。该项目的成果将是培养本科生，使他们更好地理解科学家如何发现和构建知识，如何自己学习科学，以及如何更好地向他人(例如，小学生)教授科学。这些材料将被设计为支持教师实施基于研究的教学实践，这可能会催化教师过渡到更广泛地使用这些有效的方法。Adapting Next Gen PET项目建立在先前工作的基础上，将：开发教学活动和调查实践评估工具；将材料注入当前课程并与职前小学教师候选人验证新评估工具；根据学生和教师的反馈和项目评估进入反复的修订和实施过程。该项目将仔细规划和测试一份利用现有材料的实施时间表，并将更多活动的重点放在新一代科学标准(NGSS)的实践上，这些实践在当前课程中涉及的最少，特别是规划和开展调查。为了最大限度地连贯故事情节而仔细绘制的地图也将确定在课程中哪些地方可能存在加强实验设计的最佳机会。将增加几门大班授课课程，以及补充的实验室部分。测试将确保与现有材料相比，新结构不会造成学习损失或态度改善。此外，评估过程将产生更适当的工具来衡量学生对规划和开展调查实践的知识，这对职前教师的教学纪律知识至关重要。职前教师在课程中学习和实践的知识和技能将有助于他们成为有效的科学教师。该项目从建构主义和社会文化理论的角度进行设计，并建立在概念转变的框架上，有可能影响未来的小学教师和未来协助这门课程的高中教师，它将提供机会向更多的教师介绍研究型课程和教学法。由于课程支持不会远离传统教学，也不会要求教师重写课程，教师将有机会探索和练习使用互动教学法，允许学生构建想法，可能会支持教师过渡到研究型教学实践并倡导这种做法。

This Exploration and Design for Engaged Student Learning project seeks to address two persistent problems in undergraduate education: the challenge of effective teaching resulting in useful learning in large lecture formats and the challenge of developing scientific understanding of physics principles by pre-service elementary teacher candidates. Adapting Next Gen PET strives to improve physics learning for future teachers while empowering faculty to implement education research in their physics courses by providing a well-tested and refined version of the curriculum that fits the most widely used general education science class model (lecture and lab) and can make full use of the rich supporting faculty resources developed for Physics and Everyday Thinking and Learning Physical Science. The Next Generation Physical Science and Everyday Thinking (Next Gen PET) grew from Physics and Everyday Thinking (PET), which has been shown to significantly affect both future teacher content knowledge and understanding of how students learn science. It has been taught at two-year and four-year institutions, adapted for science methods courses, and offered as a workshop for practicing elementary teachers. And yet, it does not fit the common lecture/lab format that fulfills general education requirements at most colleges. This project will develop an implementation outline of existing materials to support the lecture/lab model and add the one science practice which is currently unsupported: Planning and Carrying Out Investigations. Upon completion, a national workshop will be advertised to the Physics Teacher Education Coalition (PhysTEC) institutions and to all physics departments in the U.S. This project will not only provide a course appropriate for adoption by PhysTEC institutions, but also one that could serve as a general education natural science lab course for a broad range of non-STEM majors. Outcomes of this project will be the development of undergraduate students with an increased understanding of how scientists discover and build knowledge, learn science themselves, and learn how to better teach science to others (for example, elementary school students). The materials would be designed to support faculty in implementing research-based instructional practices, which could catalyze faculty transition to using these effective methods more broadly. The Adapting Next Gen PET project builds upon prior work and will: develop instructional activities and an investigation practice assessment instrument; infuse the materials into a current course and validate the new assessment instrument with pre-service elementary teacher candidates; and enter into a reiterative process of revision and implementation based on the student and faculty instructor feedback and project evaluation. This project will carefully map and test an implementation schedule that utilizes existing materials with additional activities focusing on the Next Generation Science Standards (NGSS) practices least well covered by the current curricula, particularly Planning and Carrying Out Investigations. The careful mapping to maximize coherent story lines will also identify where in the course the best opportunities for enhancing experimental design may exist. Several large-class-setting lessons, as well as a complementary laboratory component, will be added. Testing will ensure that no loss of learning or attitude improvement compared to the existing materials result from the new structure. Additionally, the assessment process will lead to more appropriate instruments for measuring students' knowledge of the Planning and Carrying Out Investigations practice, which is critically important to pre-service teachers' pedagogical disciplinary knowledge. The knowledge and skills pre-service teachers learn and practice in the course will help them become effective teachers of science. Designed from both the constructivist and social-cultural theoretical perspectives and built on a conceptual change framework, this project has the potential to influence future elementary teachers, as well as future high school teachers assisting in the course, and it will afford the opportunity to introduce more faculty to research-based curricula and pedagogy. As the course supports will not be too far removed from traditional instruction and will not require that faculty rewrite curriculum, faculty will have the opportunity to explore and practice using interactive pedagogy that allows for student construction of ideas, possibly supporting faculty transition to and advocacy for research-based instructional practices.