Technology as a Context for Personal Growth of Teachers: A oach to the Appropriation of Science in , of Science in Elementary School Teachers

技术作为教师个人成长的背景：小学教师对科学的运用的指导

• 批准号: 8850449
• 负责人: Seymour Papert
• 金额: --
• 依托单位: Massachusetts Institute of Technology
• 依托单位国家: 美国
• 项目类别: Continuing grant
• 财政年份: 1988
• 资助国家: 美国
• 起止时间: 1988-11-01 至 1992-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=8850449&HistoricalAwards=false
• 关键词: Technology; Context; Personal; Growth; Teachers

For the next three years, this group of scientists will work directly with 80 teachers to develop, test, and prepare for dissmination a teacher enhancement plan for inservice development to improve science education in the elementary school. They expect the ideas and materials produced to have an impact on the way science and technology are presented in college courses for future teachers as well as on in service staff development. The theoretical position and practical experience of the staff, under the direction of Dr. Seymour Papert indicates that the problem of preparing elementary teachers for science education cannot be reduced to training teachers in facts and skills, nor even to helping them to devlop the cognitive underpinnings of scientific knowledge. More subjective and experiential aspects of the learner's relationship to science requires much specific attention. The project has been attentive to affective and social issues as well as the cognitive aspects of learning science. The central objective is helping teachers appropriate science--which means making it one's own, in one's own way...integrating into one's own personal thinking. Most important, the success of the teachers in learning science will encourge a conviction that children can, and should, experience science in a similarly personal experiential way. In year one, teachers will attend a three-week, intensive, hands-on summer workshop using information technologies to enhance their understanding of science, to develope strategies for the integration of new science content and technology into their own teaching. This group of forty teachers will come from ten schools in the Boston area. Mentor teachers will work with these teachers during the school year, at the conclusion of which they will attend a one-week workshop-seminar to consolidate what they have learned. During year two, a similar experience will be available to teachers in the Hartford, CT area. Teachers will then be encouraged and supported to work with their peers in their own schools. This design is modeled after a successful experience in working with Costa Rican teachers who had virtually no experience with computers. An amount equivalent to 52% of the NSF request is being cost-shared by MIT and the participating schools.

在接下来的三年里，这组科学家将直接与 80 名教师合作，制定、测试并准备传播一项教师在职发展增强计划，以改善小学的科学教育。 他们希望所产生的想法和材料能够对未来教师的大学课程中科学和技术的呈现方式以及服务人员的发展产生影响。 在 Seymour Papert 博士的指导下，工作人员的理论地位和实践经验表明，为小学教师做好科学教育准备的问题不能简化为对教师进行事实和技能培训，甚至不能简化为帮助他们发展认知基础的科学知识。 学习者与科学的关系的更主观和体验方面需要更多的特别关注。 该项目一直关注情感和社会问题以及学习科学的认知方面。 中心目标是帮助教师运用科学——这意味着以自己的方式使其成为自己的科学……融入自己的个人思维。 最重要的是，教师在学习科学方面的成功将促使人们相信孩子们可以而且应该以类似的个人体验方式体验科学。 第一年，教师将参加为期三周的密集实践夏季研讨会，利用信息技术来增强他们对科学的理解，制定将新的科学内容和技术融入自己的教学的策略。 这支四十名教师将来自波士顿地区的十所学校。 导师教师将在学年期间与这些教师合作，学年结束时他们将参加为期一周的研讨会，以巩固他们所学到的知识。 在第二年，康涅狄格州哈特福德地区的教师将获得类似的体验。 然后，将鼓励和支持教师与自己学校的同行合作。 该设计借鉴了与几乎没有计算机经验的哥斯达黎加教师合作的成功经验。 相当于 NSF 请求的 52% 的金额由麻省理工学院和参与学校分摊。