Collaborative research on the Reacting to the Past Pedagogy for science education

科学教育对过去教育学的反应合作研究

• 批准号: 0920384
• 负责人: Mark Carnes
• 金额: $ 8.46万
• 依托单位: Barnard College
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-10-01 至 2012-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0920384&HistoricalAwards=false
• 关键词: Collaborative; research; Reacting; Past; Pedagogy

This project adapts the successful Reacting to the Past (RTTP) pedagogy to science courses (STEM). RTTP consists of simulation games in which students adopt roles in seminal scientific debates. RTTP increases student engagement, shifts attitudes, and improves critical thinking and communication skills in STEM courses. RTTP necessitates a multidisciplinary approach that bridges gaps existing between different disciplines. This project develops STEM curricular materials to meet the needs of both non-science majors as well as science majors. By engaging non-science majors in scientific debates, the project improves the understanding and perception of science. This approach leads to well informed citizens and competent decision-makers. Course materials are disseminated through a web site at www.barnard.edu/reacting and publication by Pearson Education. The project trains a cohort of new RTTP faculty through summer RTTP Institutes and workshops at regional and national professional conferences. Special efforts are underway to recruit educators from two-year colleges, those serving large minority populations and ESL populations. Faculty learn to bring the advantages of RTTP to their traditional science courses. The project is conducting formative and summative assessment of RTTP for the acquisition of content knowledge and on the understanding of and attitudes toward science. The results of the assessment are being published and presented to science educators to encourage the widespread adoption of RTTP science games. The evaluation process developed by this project is being shared with developers of other RTTP games.

该项目将成功的“回顾过去”（RTTP）教学法改编为科学课程（STEM）。 RTTP 由模拟游戏组成，学生在其中扮演重要的科学辩论角色。 RTTP 提高学生在 STEM 课程中的参与度、转变态度并提高批判性思维和沟通技巧。 RTTP 需要采用多学科方法来弥合不同学科之间存在的差距。该项目开发 STEM 课程材料，以满足非科学专业和科学专业的需求。通过让非科学专业的学生参与科学辩论，该项目提高了对科学的理解和感知。这种方法可以培养消息灵通的公民和有能力的决策者。课程材料通过 www.barnard.edu/reacting 网站传播并由 Pearson Education 出版。该项目通过夏季 RTTP 学院以及地区和国家专业会议上的研讨会培训一批新的 RTTP 教师。目前正在特别努力从两年制大学中招募教育工作者，这些大学为大量少数族裔和英语为第二语言的人群提供服务。教师们学习如何将 RTTP 的优势引入到他们的传统科学课程中。该项目正在对 RTTP 进行形成性和总结性评估，以获取内容知识以及对科学的理解和态度。评估结果正在发布并提交给科学教育者，以鼓励 RTTP 科学游戏的广泛采用。该项目开发的评估流程正在与其他 RTTP 游戏的开发者共享。