A School-Industry-Community Approach to the Development of Scientific and Technological Literacy Among Elementary School Pupils

该项目旨在在亚利桑那州的小学实施和维持面向所有学生的科技素养教育方法。每个学校社区将制定一项行动计划，包括以下特点：A)指定学校校长作为学校社区变革的推动者，b)选择一位科学教学领导者，他将在科学、技术、社会和科学教育学院接受特殊的准备，c)设计科学教学领导者与其他教师和儿童分享最新科学技术信息的工具，d)跨学科的发展。提供最新技术学习经验的教学专题单元，以补充现有的科学和社会研究课程；e)社区企业、工业、非正规教育机构和主要家长的参与。将开发各种有用的产品和成果，包括：A)科学、技术、社会课程数据库，使教师开发的专题单元等资源能够共享；科技通讯；审查有关录像带；有关电视节目的评论；检讨和建议使用当地现有的课程教材；有关社区资源、计算机软件程序、小册子、小册子和电影的信息。b)一份关于创建专题单元的有效策略和方法的报告，这些单元利用当地资源，处理社会问题，对学生具有当地和社区相关性和实用性。c)关于在课堂上与儿童一起实施主题单元的有效策略和技巧的建议。d)利用两种不同的教师准备和实施顺序，试图带来科学课程实质性变化的过程和效果的描述性、纵向和比较研究数据。

This project is designed to implement and sustain a scientific-and technological-literacy-for-all-students approach in elementary schools in Arizona. An action plan will be developed by each school community and will include the following features: a) designation of the school principal as the facilitator of school community change, b) selection of a science instructional leader who will receive special preparation in a science, technology, society, and science education academy, c) design of vehicles for the sharing of up-to-date science and technology information by the science instructional leader with other teachers and children, d) development of interdisciplinary, instructional thematic units which provide up-to-date technology learning experiences to supplement the existing science and social studies programs, and e) involvement of community businesses, industries, informal education agencies and key parents. A variety of useful products and outcomes will be developed including: a)A Science, Technology, Society Curriculum Data Bank which will enable sharing of such resources as: thematic units developed by teachers; newsletters on science and technology; reviews of relevant video- cassettes; reviews of relevant television programs; reviews and suggested use of locally available curriculum materials; information about community resources, computer software programs, pamphlets, brochures, and films. b)A report about effective strategies and approaches for creating thematic units that utilize local resources, deal with societal issues, and have local and community relevance and practicality for students. c)Suggestions about effective strategies and techniques for implementing thematic units with children in classrooms. d)Descriptive, longitudinal and comparative research data about the process and effects of attempting to bring about substantial change in the science curriculum utilizing two different sequences of teacher preparation and implementation.