Powerful Ideas in Physical Science

以提高小学教师对物理概念的理解和物理教学技能为最终目标，本计划的目标是：鼓励和使高校能够提供更适合学生入门背景、更尊重学习过程、更符合未来小学科学教师退出水平需求的物理课程。为了实现这一目标，AAPT建议使用强大的物理科学思想为物理和物理教师提供一个精心策划的提高认识和培训课程以及后续支持活动的计划：基于关于科学学习的充分记录的研究成果的示范课程(NSF#TPE-9154024)。它采用了亲身实践的建构主义方法，代表了“少即是多”的哲学，包括专门为未来小学教师的需要而选择的内容，并使用了传统和替代评估。该模型代表了代表12所不同学院和大学的一组物理、化学和科学教育教师的累积努力。它被故意设计成可以传输到各种机构。这项提案要求为一项为期三年的计划提供资金，以培训和支持全国各地的高校物理教师使用这种模式来改革他们为未来的小学教师开设的物理课程。提出了三个层次的传播：1)意识研讨会，2)专业发展研讨会，3)暑期教师强化计划。对参与者所在机构的技术援助访问将有助于确保改革工作的质量。将通过电子公告栏、AAPT出版物上的文章和信息以及在AAPT会议上举行的S特别会议，为项目参与者提供持续的后续支持。

With the ultimate goal of improving elementary teachers' concept understanding of physical science and their physical science teaching skills, the objective of this proposed project is: To encourage and enable colleges and universities to provide physical science courses which are more appropriate to the entry-level background of students, which better honor the learning process, and which are more attuned to the exit-level needs of future elementary school science teachers. To accomplish this stated objective, the AAPT proposes to provide a carefully orchestrated program of awareness and training sessions and follow-up support activities for physics and physical science faculty using Powerful Ideas in Physical Science: A Model Course (NSF#TPE-9154024) which is based on well-documented research findings about science learning. It features a hands-on constructivist approach, represents a "less is more" philosophy, includes content selected specifically for the needs of future primary teachers, and uses both traditional and alternative assessments. The model represents the cumulative efforts of a group of physics, chemistry and science education faculty representing twelve different colleges and universities. It has been intentionally designed to be transportable to a variety of institutions. This proposal requests funding for a three-year program to train and support physical science faculty from colleges and universities across the nation to use the model to reform their physical science courses for prospective elementary teachers. Three levels of disseminatimn are proposed: 1) Awareness Workshops, 2) Professional Development Seminars, and 3) Summer Faculty Enhancement Programs. Technical assistance visits to participants' institutions will help assure the quality of reform efforts. Continuing follow-up support for program participants will be provided through an electronic bulletin board, articles and information in AAPT publications, and special session s at meetings of the AAPT.