Windows on the Inquiry Classroom: Full Course, Instructor-and-Apprentice Annotated Video for Professional Development in STEM Inquiry Teaching

在他们的教学实践中，STEM教师发现很难打破直接讲授的模式，尽管他们中的许多人意识到了现代教学研究。其中一个原因是他们很少去对方的教室。他们没有很好的例子来说明课堂看起来是如何不同的，他们也没有机会与其他教师谈论他们为什么要这样做。培训新教师的课程和研讨会也缺乏实际课堂实践的具体模式。该项目正在为现有课程创建一份完整的、专业制作的视频记录，这是基于探究的教学的一个例子，在该课程中，学生通过小组讨论和动手科学探索来建立他们对科学概念的理解。这些教学方法是从当前关于人类学习和动机的研究中衍生出来的。这里的教室不是照本宣科的完美教室；这是一个真正的教室，教师和学生在其中面临真正的学习挑战。这段视频加上了采访课程参与者的视频评论，其中包括讲师(一名化学教授)、学生(非理科专业的学生)和几名理科博士生，他们是这门课程的新手合作教师。这段带注释的视频为科学教室提供了一扇敞开的门。有经验和新手的讲师都会解释他们的目标、决策和态度。因此，观众既经历了故事情节(过程)，也经历了背景故事(参与者的动机、态度和反应)。因此，项目标题中出现了“窗口”这个词--从多个角度看这间教室。视频的个人用户可以“访问”课程，了解课程内容，并与讲师“谈论”他的想法。视频产品预计将在网上下载，供想要改进教学或探索探究式方法的人使用，并用于培训教师的课堂和研讨会。关于这门课程：“火与冰”是一门面向非理科专业的课程，重点是感知、运动、创造、理解和使用热。它融合了化学、物理、生物学、生理学和科学史的科学原理。例如，主题包括身体如何感知热量和调节温度；热量如何通过烘焙、烘烤和微波加热在烹饪中使用；热量如何通过原子/分子运动传递；以及如何在温暖的气候中制冰。18世纪的历史文献经常被用来阅读。每堂课都是按照学习周期的形式组织的，从动手探索开始，然后是抽象模型，然后是与个人或社会相关的应用程序。学生们在整个课程中以合作小组的形式学习。

In their teaching practices, STEM faculty find it difficult to break out of the mode of straight lecture presentation, even though many of them are aware of modern research on teaching and learning. One reason is that they hardly ever visit each other's classrooms. They do not have good examples of how the classroom could look different, and they do not have opportunities to talk with other instructors about why they do what they do. Courses and workshops that train new faculty members also lack concrete models of actual classroom practice.This project is creating a full, professionally produced video record of an existing course called "Fire and Ice," which is an example of inquiry-based instruction, in which students build their understanding of scientific concepts through group discussions and hands-on scientific explorations. The teaching approaches are derived from current research on human learning and motivation. The classroom here is not a scripted, perfect classroom; it is a real classroom, in which instructors and students face real learning challenges. The video is being tagged with video commentary from interviews with course participants, including the instructor (a chemistry professor), students (non-science majors), and several science Ph.D. students who are novice co-teachers for the course. The annotated video provides a science classroom with an open door. Instructors, both experienced and novice, explain their goals, decisions, and attitudes. The viewer therefore experiences a story line (the course as it happens) as well as a backstory (the motivations, attitudes, and responses of participants). Hence the word "windows" in the project title -- there are multiple views into this classroom. An individual user of the video can "visit" the course to see what is going on and can "talk" with the instructor about his thinking.The video product is expected to be downloadable on the Web, for use by people who want to improve their teaching or explore inquiry-based approaches, and for use in classes and workshops for training teachers.About the course: "Fire and Ice" is a course for non-science majors, focusing on the perception, movement, creation, understanding, and use of heat. It incorporates scientific principles from chemistry, physics, biology, physiology, and history of science. Topics include, for example, how the body senses heat and regulates temperature; how heat is used in cooking via baking, broiling, and microwaving; how heat moves through atomic/molecular motion; and how to make ice in warm climates. Historical literature from the 18th century is often used for readings. Each class session is structured on a learning cycle format, beginning with hands-on explorations, which move to abstract models and then to applications that have personal or societal relevance. Students work throughout the course in cooperative groups.