Middle School Science Curriculum Materials: Meeting Standards and Fostering Inquiry Through Learning Technologies

这门从六年级到八年级的综合性、以项目为基础的科学课程侧重于让学生深入理解国家科学标准中所阐述的概念、原则和思维习惯。该课程以城市学校学习技术中心为芝加哥和底特律公立学校开发LETUS模块的经验为基础。该项目汇集了来自三所大学的科学家和科学教育工作者，来自六个学区的教师和管理人员，来自2061项目的课程专家，来自EDC的教育研究人员，以及肯德尔/亨特出版商。设计原则源于对教学的研究，包括与标准一致、评估、情境化、持续的学生探究、嵌入式学习技术、协作以及模块之间和模块内的脚手架。第一阶段侧重于发展两个单元：物质结构和生命与进化的多样性。在制定活动之前，要确定学习成果，明确目标理解绩效，并设计评估。学生认为重要的日常真实问题为项目提供了基础，使活动与背景联系起来，并使课程连贯。除了学生材料和教师指南外，该项目还开发材料，向管理员和社区提供信息，以了解和支持模块的实施。讨论了语言、识字、文化和多样性等问题。专业发展材料阐述了教师的态度和信念，同时教育教师了解新的背景和教学方法。

This sixth through eighth grade comprehensive, project-based, science curriculum focuses on students acquiring deep understandings of the concepts, principles and habits of mind articulated in national science standards. The curriculum builds upon the experiences of the Center for Learning Technologies in Urban Schools developing the LeTUS modules for Chicago and Detroit Public Schools. The project brings together scientists and science educators from three universities, teachers and administrators from six school districts, curriculum speialists from Project 2061, educational researchers from EDC, and Kendall/Hunt publishers. The design principles, arising from research on teaching and learning, include alignment with standards, assessments, contextualization, sustained student inquiry, embedded learning technologies, collaboration, and scaffolds between and within modules. Phase 1 focuses on the development of two units: Structure of Matter and Diversity of Life and Evolution. Learning outcomes are identified, target understanding performances are specified and assessments are designed before the activities are developed. Everday authentic questions that students hold as important provide the basis for projects, contextualize the activities and give coherence to the curriculum. In addition to the student materials and teacher guides, the project develops materials to provide information to administrators and the community to understand and support the implementation of the modules. Issues of language, literacy, culture and diversity are addressed. Professional development materials address teacher attitudes and beliefs while educating the teachers about the new context and pedagogy.