Preparation of Preservice Mathematics and Science Teachers: Completion of TEAMS-BC Reform Program

职前数学和科学教师的准备：完成 TEAMS-BC 改革计划

• 批准号: 9728965
• 负责人: Irwin Shapiro
• 金额: $ 5.8万
• 依托单位: Harvard University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1997
• 资助国家: 美国
• 起止时间: 1997-10-01 至 1999-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9728965&HistoricalAwards=false
• 关键词: Preparation; Preservice; Mathematics; Science; Teachers

The course is designed to develop the distinction between evidence and inference as a conceptual framework in the context of mastering a few science concepts. Since precollege science teachers are increasingly held responsible for teaching to the Standards, examples are explicitly drawn from the Standards and conclusions are linked to the Standards. The first three weeks of the course explore the distinction between evidence and inference using a few common exemplars, e.g., the heliocentric view of the solar system and the nature of floating and sinking. The method of teaching is based on the constructionist approach developed by the Epistemology and Learning Group at the MIT Media Lab (http://lcs.www.media.mit.edu/groups/el/), among others. This approach is characterized in the following way: (1) the intended outcome must be clearly understood by the students; (2) achieving the outcome must require the students to act; and (3) students must be able to tell whether their actions are taking them closer to or further from the intended outcome. This approach provides feedback from the task, not from the teacher. For example, students asked to develop a procedure to measure the volume of an object must be able to determine the volume by some other process so that they can determine if the method they devise agrees. They also use a variety of objects upon which to test their proposed solution to the problem.

该课程旨在在掌握一些科学概念的背景下发展证据与推断作为概念框架之间的区别。由于预科科学教师越来越多地负责按照标准的教学，因此从标准中明确得出了例子，结论与标准有关。 课程的前三周使用一些常见的示例探索了证据与推断之间的区别，例如，太阳系的地中心度视图以及浮动和下沉的性质。 教学方法是基于MIT媒体实验室（http://lcs.www.media.mit.mit.mit.edu/groups/el/）等认识论和学习小组开发的建筑主义方法。这种方法的特征是：（1）学生必须清楚地理解预期的结果； （2）实现结果必须要求学生采取行动； （3）学生必须能够判断他们的行为是否使他们更接近或从预期的结果靠近。这种方法提供了任务的反馈，而不是老师的反馈。例如，学生要求制定一个测量对象体积的程序，必须能够通过其他过程来确定卷，以便他们可以确定自己设计的方法是否同意。他们还使用各种对象来测试他们针对问题的解决方案。