Improving the Impact and Relevance of Introductory Science Courses: as a Learning Partner.

许多研究表明，学生 对科学不再抱有幻想，因为他们的科学课 过分强调现象和形式的微观模型 分析方法，也未能融入日常生活， 科学推理。 该项目将开发和 评估科学教学的新方法 既严谨又务实、有用， 对学生 我们将专注于提高入门级 科学课程，以吸引和留住学生， 满足社会需求和工作场所的需求。 具体来说，我们将确定科学课程的目标 既严格又有用， 既教育学生，又通知教师， 教师、学生和 计算机既高效又有效， 参与和坚持的纵向案例研究 既互动又回顾的科学。 基于我们最近对教学和学习的研究，我们 将寻求提供一个新的，更坚实的研究基础， 进行科学教育改革。 我们将完善我们的建议， 通过对学生进行深入研究， 小团体。 然后我们将在中间测试这些解决方案 由项目团队成员授课的学校课程。 最后我们 将从八年级开始纵向研究学生 通过高中来确定我们的方法的效果 关于持久性和参与的相关干预措施 在科学课程和职业生涯中。 通过比较 以及那些不愿意参与 选修科学课程的学生谁渴望 作为科学家，我们将能够提供更丰富的 对坚持和参与的理解 由其他调查提供。

Much research evidence suggests that students become disenchanted with science because their science classes overemphasize microscopic models of phenomena and formal methods of analysis and also fail to integrate everyday and scientific reasoning. This project will develop and evaluate a new approach to science teaching and learning that is rigorous as well as pragmatic, useful, and engaging for students. We will focus on improving introductory science courses so that they attract and retain students and meet the needs of society and the demands of the workplace. Specifically, we will identify goals for science courses that are both rigorous and useful, develop assessments that both educate students and inform teachers, investigate classroom partnerships between teachers, students, and computers that are both efficient and effective, and conduct longitudinal case studies of participation and persistence in science that are both interactive and retrospective. Building on our recent research on teaching and learning, we will seek to provide a new, more substantial research base for science education reform. We will refine our proposed solutions by conducting in-depth studies of students in small groups. We will then test these solutions in middle school classes taught by a project team member. Finally, we will study students longitudinally from the eighth grade through high school to determine the effect of our approach and related interventions on persistence and participation in science courses and careers. By comparing the beliefs and decisions of students who tend not to participate in elective science courses to those of students who aspire to be scientists, we will be able to provide a much richer understanding of persistence and participation than has been provided by other investigations.