Pathway to Inquiry-Based Science Teaching: An International Partnership

本项目是由Shodor教育基金会主办的“探究式科学教学之路：国际合作项目”中的“探究式科学教学”项目。 它是基于三个主轴，可以促进IBSE（探究式科学教育）的吸收。 它（a）提出了一种基于标准的科学探究教学方法，概述了教学模式，以帮助教师有效地组织教学，（B）采用一系列方法，鼓励教师采用以探究为本的技巧和活动，以及（c）提供一套独特的开放教育资源和教学方法（与科学课程相联系），这些课程在促进探究式教育和扩大课堂教学的局限性方面证明是有效的。这种方法使所有利益攸关方（教师、教师培训者和课程制定者、政策制定者）能够根据最佳做法来审查自己的做法，这些做法确定了可以实现的标准，并为他们提供了一个独特的工具，以改进他们的日常做法。 广泛影响基于所有三个目标。他们在很大程度上依赖Shodor作为一个积极的“培训培训师”的合作伙伴，以确保国家科学数字图书馆（NSDL）的材料形成新材料的努力和新的努力，以改变教师如何准备教的核心，同时既扩大他们的评估在调查模式和利用讲习班，直接受益于一些美国（在职和职前）教师和教师准备教师。这为NSDL的内容和设计的有效性提供了更广泛的评价。 此外，美国参与者将在文化和比较教育方面拥有丰富的国际经验。

This project focuses on 'Teaching Science as Inquiry' in this 'Pathway to Inquiry-Based Science Teaching: An International Partnership' undertaken by Shodor Education Foundation. It is based on three main axes that could facilitate the uptake of IBSE (Inquiry-Based Science Education). It (a) proposes a standard-based approach to teaching science by inquiry that outlines instructional models to help teachers organize effectively their instruction, (b) deploys a series of methods to motivate teachers to adopt inquiry-based techniques and activities and (c) offers access to a unique collection of open educational resources and teaching practices (linked with science curricula) that have proven efficiency and efficacy in promoting inquiry-based education while expanding the limitations of classroom instruction. Such an approach enables all stakeholders (teachers, teachers' trainers, and curriculum developers, policy-makers) to examine their own practices in the light of the best performing approaches that set the standards on what can be achieved and provides them with a unique tool to bring about improvements in their everyday practice. Broad Impacts are based in all three objectives. They depend largely on Shodor being an active 'train the trainers' partner to ensure that National Science Digital Library (NSDL) materials form the core of the new materials effort and new efforts to change how teachers are prepared to teach while both extending their evaluation in an inquiry mode and leveraging the workshops to directly benefit a number of American (in-service and pre-service) teachers and teacher preparation faculty. This provides a broader evaluation of the effectiveness of the content and design of NSDL. Also the American participants will have a substantial international experience in culture and comparative education.