Inquiry-Based Integrated Natural Sciences for Pre-Service Elementary Teachers

针对职前小学教师的探究式综合自然科学

• 批准号: 0942943
• 负责人: Sacha Kopp
• 金额: $ 14.4万
• 依托单位: University of Texas at Austin
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-01-15 至 2013-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0942943&HistoricalAwards=false
• 关键词: Inquiry; Based; Integrated; Natural; Sciences

Interdisciplinary (99)This project is continuing to develop a 4-semester inquiry-based integrated natural science curriculum for all pre-service elementary education majors at the University of Texas. It is supporting the remaining development of that curriculum, focusing on astronomy and earth climate. This 4-semester model has built on existing models of integrated natural science content courses and, as such, represents a refinement of past models. The curriculum is purposefully interdisciplinary and provides a special emphasis on making connections between the disciplines by using common vocabulary, evidence supported reasoning, and scientific laws while studying the phenomena of the natural world. A stand-out feature of this refinement is the extensive use of formative assessment. The curriculum includes frequent testing of the pre-service students' mastery of content. It also includes frequent testing of their self-efficacy in conducting scientific experiments or hands-on activities with K-12 students. This testing is guided by current research on using formative assessment during inquiry activities and aims to teach pre-service teachers how to use formative assessment in their classrooms. This project is also supporting faculty training to prepare instructors for offering the necessary multiple sections of these inquiry-based courses. The new curriculum uses the guided inquiry method as the primary form of instruction. This is a teaching approach not frequently employed in service courses at large universities. Nevertheless, hands-on, inquiry-based instruction is the model that should ultimately be employed by in-service teachers. This curriculum will initially serve 400 pre-service elementary teachers at the University of Texas each year.

跨学科 (99) 该项目正在继续为德克萨斯大学所有职前基础教育专业开发为期 4 学期的基于探究的综合自然科学课程。 它正在支持该课程的剩余开发，重点关注天文学和地球气候。 这个 4 学期的模型建立在现有的综合自然科学内容课程模型的基础上，因此代表了对过去模型的改进。 该课程有意跨学科，特别强调在研究自然世界现象时，通过使用通用词汇、证据支持的推理和科学定律来建立学科之间的联系。 这种改进的一个突出特点是形成性评估的广泛使用。 课程包括频繁测试职前学生对内容的掌握程度。 它还包括经常测试他们与 K-12 学生进行科学实验或实践活动的自我效能。 该测试以当前在探究活动中使用形成性评估的研究为指导，旨在教导职前教师如何在课堂上使用形成性评估。 该项目还支持教师培训，为教师提供这些基于探究的课程的必要多个部分做好准备。 新课程以引导探究法作为主要教学形式。 这种教学方法在大型大学的服务课程中并不常见。 尽管如此，实践性的、基于探究的教学才是在职教师最终应该采用的模式。 该课程最初每年将为德克萨斯大学 400 名职前小学教师提供服务。