An Inquiry-based Approach to Professional Development: Using Prototypes to Help New Teachers Reflect on Project-based Learning

本研究项目探讨了教师教育和学习在一个基于探究的学习项目——思想学校（SFT）中的有效性。该项目将产生三个相互关联的材料模块-每个模块包含案例和范例，对案例的反思，以及以学生作业示例为基础的评分指南。使用CD-Rom和Web格式来呈现材料。在项目的第一阶段，材料将由经验丰富的SFT教师与PI互动开发。这将产生原型教材、评分指南、课程和其他支持，以指导经验不足的SFT教师探究自己的教学过程。教师与认知科学家的互动将被检验，以分析教师和认知科学家在反思基于认知原则的学习计划时发现的最有价值的差异。圣路易斯公立学校将为这种探究式课程提供一个试验台。

This research project explores the effectiveness of teacher education and learning in an inquiry-based learning program, Schools for Thought (SFT). The project will produce three interrelated modules of materials - each set containing case examples and exemplars, reflections on cases, and scoring guides anchored with examples of student work. CD-Rom and Web formats are used for the presentation of the material. In the first phase of the project, materials will be developed by experienced SFT teachers interacting with the PI. This will result in prototype teaching materials, scoring guides, curricula, and other supports for guiding less experienced SFT teachers in a process of inquiry into their own teaching. The teacher-cognitive scientist interactions will be examined to analyze differences in what teachers and cognitive scientists find most valuable when reflecting on learning programs based on cognitive principles. The St. Louis public schools will provide a test bed for this inquiry-based curriculum.