Spreading Inquiry-Based Elementary Science: Case Studies of Promising Models

建议开展两套协同增效的活动。 第一个活动是一系列的案例研究，记录了四种模式，用于传播连贯的，基于探究的方法，以基础科学。 美国的两个模型将由美国著名的科学教育家，研究人员和政策制定者提名。 两个模型将是日本，选择，以研究条件不容易在美国学习（例如，基于课程的专业发展）。 使用记录每个模型的“行动理论”的研究方法，案例研究将集中在1）目标，假设和干预方法和2）现场和系统特征，因为它们为每种方法提供支持或障碍。 (E.g.地方、州和国家政策、评估、治理结构、标准）。第二部分活动旨在通过案例研究，开发和测试简短的书面材料和视频范例，以建立对连贯的、以探究为基础的科学教学以及支持这种教学的系统特征的理解。预期成果包括：（1）增加对传播连贯的、以探究为基础的科学教学模式的文献记录和理解，探究式科学教学以及这些模式所遇到的支持和障碍; 2）创建视频和书面资源，以传达此类科学教学的性质以及支持它的发明和政策; 3）增加对重要战略受众、场所和通信方法的了解，以支持连贯的探究式科学教学的传播;以及4）潜在系统支持的示例。

Two synergistic sets of activities are proposed. The first activity is a series of case studies that document four models for spreading a coherent, inquiry-based approach to elementary science. Two models in the U.S. will be nominated by well known U.S. science educators, researchers and policy makers. Two models will be Japanese, selected in order to study conditions not readily available for study in the U.S. (E.g. lesson based professional development). Using a research approach that documents each model's "theory of action," the case studies will focus on the 1) goals, assumptions, and intervention method and 2) site and system characteristics as they provide supports or barriers to each approach. (E.g. local, state and national policies, assessments, governance structures, standards).The second strand of activities seeks to develop and test, from the case studies, brief written materials and video examples designed to build understanding of coherent, inquiry-based science instruction and of the systemic features that support it. Expected outcomes include 1) increased documentation and understanding of models for the spread of coherent, inquiry-based science instruction and of the supports and barriers encountered by these models; 2) creation of video and written resources that communicate the nature of such science instruction and the inventions and policies that support it 3) increased knowledge of the important strategic audience, venues, and communication methods for supporting the spread of coherent inquiry based science instruction; and 4) examples of potential system supports.