Change in Science Classrooms: An American Perspective in Britain

这个项目描述了一个由15名经验丰富的传统教师组成的科学系的深入案例研究，他们经历了一个大规模的变化过程，从将科学作为单独的学科教授到为1200名学生（11-16岁）提供综合、协调的科学计划，在英国泰恩河畔纽卡斯尔综合学校。本研究的结果有望应用于我们对混合能力年轻人使用不同教学策略的理解，将学校科学作为跨学科。（在某些方面，它是对NSF范围序列与协调项目和2061项目的补充。）本研究对美国类似学校的新课程教学具有直接的应用价值。作为该项目的基础的索尔特科学课程是在英国开发的，在这里引起了极大的兴趣。PI将与阿拉巴马大学化学系主任和教育系教员密切合作，根据美国几个学区表达的兴趣，在这里建立实地试验点。员工发展、管理变革等问题将在项目成果中予以解决。UAB，约克大学，卢瑟福学院和泰克电子基金会的费用分摊额相当于NSF请求的76%。

This project describes an in-depth case study of one science department of fifteen experienced traditionally-oriented teachers as they undergo the process of large scale change from teaching the sciences as separate disciplines to a scheme of integrated, coordinated sciences to a target group of 1200 students (ages 11-16) in the Comprehensive School in Newcastle upon Tyne, England. Results from this study are expected to apply to our understanding of the use of diverse teaching strategies with mixed ability young people, tying school sciences as interdisciplinary. (In some ways it is complementary to NSF projects in Scope Sequence and Coordination and Project 2061.) This study has direct applications to the delivery of new curricula in similar schools in the United States. The Salter's Science curriculum which is the underpinning of the project has been developed in England and has aroused great interest here. The PI, who is working closely with the head of the Chemistry Department and faculty from the Education Department of University of University of Alabama, will establish field test sites here based on expressed interest by several US school districts. The staff development, the management of change and other issues will be addressed in the project results. UAB, University of York, Rutherford School and Tektronics Foundation are contributing cost-sharing equal to 76% of the NSF request.