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

这个探索和设计的学生学习项目旨在解决两个持续存在的问题，在本科教育：有效的教学的挑战，导致有用的学习，在大型讲座格式和发展的物理学原理的科学理解的挑战职前小学教师候选人。适应下一代PET努力提高物理学习为未来的教师，同时使教师能够通过提供一个良好的测试和完善的版本，适合最广泛使用的普通教育科学类模型（讲座和实验室）的课程，在他们的物理课程实施教育研究，并可以充分利用丰富的支持教师资源开发物理和日常思维和学习物理科学。下一代物理科学和日常思维（下一代PET）从物理和日常思维（PET），这已被证明显着影响未来的教师内容知识和学生如何学习科学的理解。它已在两年制和四年制机构授课，适用于科学方法课程，并作为实践小学教师的研讨会提供。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，以支持讲座/实验室模式，并增加一个目前不支持的科学实践：规划和开展调查。完成后，一个全国性的研讨会将刊登广告的物理教师教育联盟（PhysTEC）机构和所有物理系在美国这个项目不仅将提供一个课程适合通过PhysTEC机构，但也可以作为一个普通教育自然科学实验室课程广泛的非STEM专业。 该项目的成果将是本科生的发展，增加对科学家如何发现和构建知识的理解，自己学习科学，并学习如何更好地向他人（例如，小学生）教授科学。 这些材料的目的是支持教师实施以研究为基础的教学实践，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项目建立在以前的工作，并将：开发教学活动和调查实践评估工具;注入到当前的课程和验证新的评估工具与职前小学教师候选人的材料;并进入一个迭代过程的修订和实施的基础上的学生和教师的反馈和项目评估。该项目将仔细绘制和测试一个实施时间表，该时间表利用现有材料，并开展额外活动，重点关注当前课程中覆盖最少的下一代科学标准（NGSS）实践，特别是规划和开展调查。精心绘制，以最大限度地连贯的故事线也将确定在过程中，最好的机会，以加强实验设计可能存在。几个大班设置的经验教训，以及补充实验室组成部分，将被添加。测试将确保与现有材料相比，新结构不会导致学习损失或态度改善。此外，评估过程将导致更合适的工具来衡量学生的规划和开展调查的做法，这是至关重要的职前教师的教学学科知识的知识。 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。从建构主义和社会文化理论的角度设计，并建立在一个概念变化的框架，这个项目有可能影响未来的小学教师，以及未来的高中教师协助课程，它将提供机会，介绍更多的教师研究为基础的课程和教学法。由于课程支持将不会太远离传统的教学，也不会要求教师重写课程，教师将有机会探索和实践使用互动教学法，允许学生的思想建设，可能支持教师过渡到和倡导以研究为基础的教学实践。

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.