Integrated Science and Mathematics Education: A Model Course for Pre-Service Teachers

跨学科(99)：这个项目正在为特拉华大学的职前高中教师开设一门新的一年级多学科课程，内容涉及科学、数学、技术和传播。这是特拉华大学的一门标志性课程--以问题为基础的学习体验，重点是为中学科学和数学教育专业的学生提供集中交流的课程。三项主要活动是：*设计、试验、形成性评估，然后修订一年七学分、一学期、结合数学、科学、技术和交流元素的课程*创建创新的基于问题和同行指导的学习练习作为新课程的基础*通过特拉华大学本科生教育转型研究所和其他途径传播这些努力的结果这门新课程将由该大学新的综合科学和工程实验室的多学科教师团队教授。这座新建筑为融合科学研究和教育的跨学科活动提供了一个场所。这一资源提供了一个支持性的环境，可以将传统的以学科为中心的入门科学和数学课程的重点转变为强调批判性思维、团队合作、研究和交流的综合、基于问题的体验。智力价值：这个项目意义重大，因为它将使职前教师对入门科学和数学的学习与他们未来在高中的科学和数学教学保持一致。经过严格的第一次经历，强调科学方法、批判性思维、技术和强大的沟通能力，学生将为在整个本科科学学习中取得成功做好准备。这个拟议项目的一个独特之处是项目团队。它结合了研究科学家和数学家与数学和科学教育工作者的努力，以及写作、团队合作和交流方面的专家。这项工作的成果将填补以问题为基础的职前教师教学文献的空白。更广泛的影响：开始学习这门课程的职前中学数学和科学教育学生将把他们的经验，无论是内容还是方法，带到公立学校，并影响一代又一代的学生。这种影响可能会鼓励未来一批不同类型的学生对STEM学科的兴趣。该示范课程代表了典型的科学和数学教育的逆向工程。它专注于未来的科学和数学教师需要知道什么的问题，而不是从现有的系级课程菜单中选择他们的课程。随着项目的成熟，该项目计划传播这一模式，培训教师使用这种方法，并扩大规模，以吸引更广泛的第一学期大学生受众。

Interdisciplinary (99): This project is creating a new first-year multidisciplinary course in science, mathematics, technology, and communication for pre-service high school teachers at the University of Delaware. This is a University of Delaware signature course - a problem-based learning experience with a communication-intensive focus for secondary science and mathematics education students. The three principal activities are: * Design, pilot, formatively assess, and then revise a seven credit, one semester, first year course combining elements of mathematics, science, technology, and communication * Create innovative problem-based and peer-led learning exercises as the foundation of the new curriculum * Disseminate the results of these efforts through the University of Delaware's Institute for Transforming Undergraduate Education and other routes This new course is to be taught by a multidisciplinary team of instructors in the University's new Integrated Science and Engineering Laboratory. This new building provides a home for interdisciplinary activities that integrate scientific research and education. This resource provides a supportive environment in which to transform the traditional discipline-centric foci of introductory science and mathematics courses to an integrative, problem-based experience emphasizing critical thinking, teamwork, research, and communication. Intellectual Merit: This project is significant because it will align pre-service teacher's learning of introductory science and mathematics with their future teaching of science and mathematics in high school. Students will be prepared to be successful throughout their undergraduate science studies after a rigorous first experience that stresses scientific method, critical thinking, technology, and strong communication skills. A unique feature of this proposed project is the project team. It combines the efforts of research scientists and mathematicians with mathematics and science educators, together with a specialist in writing, teamwork, and communication. The product of this work will fill a gap in the literature of problem-based instruction for pre-service teachers. Broader Impacts: Pre-service secondary mathematics and science education students beginning their studies with this course will take their experience, both content and methods, into the public schools and influence generations of students. This influence may encourage the interest of future cohorts of diverse students in STEM disciplines. This model course represents a reverse engineering of typical science and mathematics education. It focuses on the question of what future science and mathematics teachers need to know, rather than selecting their courses from existing menus of departmental offerings. As the project matures, the project plans to disseminate this model, train faculty in this approach, and scale up to engage a wider audience of first semester college students.