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

将下一代物理科学和日常思维课程调整为讲座实验室形式（调整下一代 PET）

• 批准号: 1611738
• 负责人: Gay Stewart
• 金额: $ 21.14万
• 依托单位: West Virginia University Research Corporation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-09-01 至 2021-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1611738&HistoricalAwards=false
• 关键词: Adapting; Next; Generation; Physical; Science

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.

这个“学生参与学习的探索和设计”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是在大型讲座中产生有用的学习，以及职前小学教师候选人发展对物理原理的科学理解的挑战。适应下一代 PET 致力于改善未来教师的物理学习，同时通过提供经过充分测试和完善的课程版本，使教师能够在物理课程中实施教育研究，该课程适合最广泛使用的通识教育科学课程模式（讲座和实验室），并且可以充分利用为物理和日常思考和学习物理科学开发的丰富支持教师资源。下一代物理科学和日常思维（下一代 PET）源自物理和日常思维（PET），事实证明，它可以显着影响未来教师的内容知识和对学生如何学习科学的理解。它已在两年制和四年制机构中教授，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，以支持讲座/实验室模型，并添加目前不受支持的一项科学实践：规划和开展调查。完成后，国家研讨会将向物理教师教育联盟 (PhysTEC) 机构和美国所有物理系进行宣传。该项目不仅提供适合 PhysTEC 机构采用的课程，而且还可以作为广泛的非 STEM 专业的通识教育自然科学实验课程。 该项目的成果将是让本科生更好地了解科学家如何发现和构建知识、自己学习科学以及学习如何更好地向他人（例如小学生）教授科学。 这些材料旨在支持教师实施基于研究的教学实践，这可以促进教师过渡到更广泛地使用这些有效的方法。适应下一代 PET 项目以之前的工作为基础，将： 开发教学活动和调查实践评估工具；将这些材料融入当前课程，并与职前小学教师候选人一起验证新的评估工具；并根据学生和教师导师的反馈和项目评估进入反复修改和实施的过程。该项目将仔细规划和测试实施时间表，利用现有材料以及其他活动，重点关注当前课程中最不涵盖的下一代科学标准（NGSS）实践，特别是规划和开展调查。仔细映射以最大化连贯的故事情节还将确定课程中可能存在增强实验设计的最佳机会的位置。将添加几个大班课程以及补充性实验室部分。测试将确保与现有材料相比，新结构不会造成学习或态度改善的损失。此外，评估过程将产生更合适的工具来衡量学生对规划和开展调查实践的了解，这对于职前教师的教学学科知识至关重要。 职前教师在课程中学习和实践的知识和技能将帮助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出发，建立在概念变革框架的基础上，有可能影响未来的小学教师，以及未来协助课程的高中教师，并将提供机会向更多教师介绍基于研究的课程和教学法。由于课程支持不会与传统教学相距太远，并且不需要教师重写课程，教师将有机会探索和实践交互式教学法，允许学生构建想法，可能支持教师向基于研究的教学实践的过渡和倡导。