Integrated Science Courses for Elementary Education and Non-Science Majors

跨学科(99)这是一个为期3年的课程调整和实施项目，重点是为伊利诺伊大学芝加哥分校(UIC)和芝加哥地区社区学院(CCS)的基础教育和非理科专业学生开设一套4门新的科学课程(3门4学分的课程和1学分的项目研讨会)。新课程以指导原则为基础，并纳入了从丰富的科学教学和学习文献以及国家和地方标准的总体目标中衍生的元素。这些课程是UIC和CCS之间、UIC教育学院、文理学院和CCS的教职员工、不同科学领域的专家以及K-12教师和大学教职员工合作的结果。通过调整和实施密歇根大学迪尔伯恩分校教员开发的创新课程的要素，这些课程得到了加强。正在调整UMD计划的三个要素：探究性实验室、评估实践和顶峰课程的重点。正在通过收集和分析以下方面的数据来评估项目的质量和影响：(1)教师对这些课程的适应和实施的看法；(2)计划和制定的课程与教育学之间的匹配；以及(3)学生的学习。

Interdisciplinary (99) This is a 3-year curriculum adaptation and implementation project that focuses on a set of 4 new science courses (three 4-credit hour courses and a 1 credit-hour project-based capstone seminar) for elementary-education and non-science majors at the University of Illinois at Chicago (UIC) and Chicago-area Community Colleges (CCs). The new courses are based on guiding principles, and incorporate elements, that derive from the rich literature on science teaching and learning and the overarching goals of national and local standards. These courses are resulting from collaborations between UIC and the CCs, among faculties in UIC's Colleges of Education and Liberal Arts and Sciences, and the CCs, among specialists in different sciences, and between K-12 teachers and college faculty. The courses are enhanced by adapting and implementing elements of the innovative set of courses developed by faculty at the University of Michigan at Dearborn. Three elements of the UMD program are being adapted: inquiry labs, assessment practices, and emphases in capstone course. The quality and impact of the project is being assessed by gathering and analyzing data on (1) faculty views on the adaptation and implementation of these courses, (2) fit between planned and enacted curriculum and pedagogy, and (3) student learning.