Facility Development Criteria for Prototype Laboratories for Secondary School Science Instruction

9553585利德斯基随着教师和学校探索新的教学方法，科学、数学和技术教育的教学正在向更多的动手、实验室丰富的体验式学习转变。学校中的计算机和精密仪器正在增加，合作学习、小组教学、基于项目的学习和学生研究方面的努力也在增加。学科之间的界限正在变得模糊。然而，在界定支持和维持改进的教与学所需的有形设施方面所做的工作很少。研究了教育改革对设施的要求，为规划、规划和设计科学、数学和技术教育的原型空间提供设施发展标准和指导方针。这项研究确定了一个可用于验证需求和实施变化的规划过程。该项目由一个咨询委员会指导，以提供教育改革的愿景和案例研究。一个由教师和其他人员组成的顾问小组协助收集和解释数据。两个小组都审查了最终文件。该项目产品的主要受众是参与设施开发或翻新的教师；但它也对家长、董事会成员、管理人员和政府官员有用。

9553585 Lidsky The teaching of science, mathematics, and technology education is changing to more hands-on, laboratory rich experiential learning as teachers and schools explore new ways to teach. Computers and sophisticated instrumentation in schools are increasing as are efforts in cooperative learning, team teaching, project-based learning and student research. Boundaries between disciplines are blurring. However, little has been done to define the physical facilities necessary to support and sustain improved teaching and learning. The demands placed on facilities by educational reform are studied to provide facility development criteria and guidelines for programming, planning, and designing prototype spaces for learning in the sciences, mathematics and technology education. The study defines a process for planning that can be used to verify needs and implement change. The project is guided by an Advisory Committee to provide the vision and case studies of educational reform. A Consultant Group of teachers and others assist in data gathering and interpretation. Both groups review the final documents. The main audience for the products of this project are teachers involved in facility development or renovation; but it is also useful to parents, board members, administrators, and government officials.