Adapting and Implementing the Physical Science for Elementary Teachers (PSET) Curriculum in a Multiple-Section Course

物理学（13）大学的教师和管理人员最近重新评估了为小学和幼儿教师提供的科学内容课程的适当性和实用性。这些评估的结果是：（1）物理科学导论课程的副教师（PHSC 101）需要更适当地反映科学中的马里兰州内容标准，（2）PHSC 101中的内容主题需要以这样一种方式进行重组，即它们变得更加连贯和相互关联，（3）需要将更多的教育技术融入到PHSC 101中。通过对不同课程的比较，选择了小学物理科学课程作为课程改革的基础。PSET是一个以探究为基础，计算机支持的课程，让学生构建重要的物理科学概念的有意义的理解。PSET解决了PHSC 101课程的具体需求，包括一个开发良好的力和运动单元，通过提供一个能源和互动框架，作为一个总体主题，并通过整合计算机模拟，计算机驱动的数据传感器和DVD视频的形式，儿童讨论和做科学的重要技术组件。 该项目的预期成果是：在2008年夏季之前，在PHSC 101的所有部分使用经修订的PSET课程;提高PHSC 101学生对物理科学内容的理解;建立讲习班和指导，以支持和维持新的教师队伍（特别是兼职教师），因为他们实施的PSET课程;文件的实施所面临的挑战，新的PSET教师;并在科学教师教育协会（AETS）和美国物理教师协会（AAPT）的全国会议上介绍项目成果学术价值：每年，336名副教授（90%以上为女性）将对物理科学概念、探究式教学和教育技术的使用有更深入的了解。 更广泛的影响：一旦PSET在PHSC 101中成功使用，它随后可以适应研究生水平的物理科学教师课程。此外，PHSC 101课程的变化有助于推动其他本科内容课程的概念和技术变革，包括地球空间科学课程和科学教学实习课程。最后，本项目对PSET学习成果和实施挑战的研究可以大大增加现有的PSET有效性和探究式科学教师专业发展的研究。

Physics (13) Faculty and administrators at the University have recently reassessed the appropriateness and utility of the science content courses offered to preservice elementary and early childhood teachers. The outcomes of these assessments is that (1) the Introduction to Physical Science course for preservice teachers (PHSC 101) needs to more appropriately reflect the Maryland State Content Standards in science, (2) the content topics in PHSC 101 need to be restructured in such a way that they become more coherent and interconnected, and (3) a greater amount of educational technology needs to be integrated into PHSC 101.After comparing different curricula, the Physical Science for Elementary Teachers (PSET) curriculum has been selected as the curriculum that forms the basis for changes in the curriculum. PSET is an inquiry-based, computer-supported curriculum that engages students in constructing meaningful understanding of important physical science concepts. PSET addresses the specific needs of the PHSC 101 course by including a well-developed force and motion unit, by providing an energy and interaction framework that serves as an overarching theme, and by integrating a significant technology component in the form of computer simulations, computer-driven data sensors, and DVD videos of children discussing and doing science. The PSET course is being adapted to the needs of the course and its students.Expected outcomes of this project are: use of the revised PSET curriculum in all sections of PHSC 101 by Summer 2008; increase in understanding of physical science content for the PHSC 101 students; institution of workshops and mentoring to support and sustain new faculty (particularly part-time faculty) as they implement the PSET curriculum; documentation of implementation challenges faced by new PSET faculty; and presentation of project results at national meetings of the Association for the Education of Teachers in Science (AETS) and the American Association of Physics Teachers (AAPT) and subsequent publication in a peer reviewed journal.Intellectual merit: Each year, 336 preservice teachers (over 90% female) will gain a deeper understanding of physical science concepts, inquiry-based instruction, and use of educational technology. Broader impacts: Once PSET is successfully used in PHSC 101, it can subsequently be adapted to a graduate-level Physical Science for Teachers course. Also, changes to the PHSC 101 course are helping to drive conceptual and technological changes in other undergraduate content courses, including an earth space science course and a science teaching practicum course. Finally, the research from this project on PSET learning outcomes and implementation challenges can add significantly to the existing body of research on the effectiveness of PSET and the professional development of inquiry-based science instructors.