Collaborative Research: Rethinking How to Teach Energy: Laying The Foundations in Elementary School

合作研究：重新思考如何教授能源：为小学奠定基础

• 批准号: 1020020
• 负责人: Marianne Wiser
• 金额: $ 16.34万
• 依托单位: Clark University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-09-01 至 2013-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1020020&HistoricalAwards=false
• 关键词: Collaborative; Research; Rethinking; How; Teach

This project will develop a grade 3-5 Learning Progression that will provide a coherent approach to teaching energy in elementary school and will lay a strong foundation for further learning in middle school. This work draws on and complements the learning progression and curriculum for matter being developed and tested in the Inquiry Project (NSF award 0628245). The project will identify a network of core concepts and principles about energy fundamental and general enough to be compatible with scientific ideas about energy, yet within reach of 5th graders, that could allow productive learning in middle school. In collaboration with teachers, clinical interviews and "teaching interviews" will be administered to 3rd, 4th and 5th graders, recruited from urban after-school programs, to identify precursors to the core ideas, as well obstacles to learning them. The project will outline a grade 3-5 learning progression for energy taking into account the findings as well as relevant standards, curricula, and science education literature.

该项目将制定 3-5 年级的学习进度，为小学的教学提供连贯的方法，并为中学的进一步学习奠定坚实的基础。这项工作借鉴并补充了 Inquiry Project（NSF 奖项 0628245）中正在开发和测试的学习进程和课程。 该项目将确定一个关于能源的核心概念和原则的网络，其基础性和普遍性足以与能源科学思想兼容，但在五年级学生的能力范围内，可以让中学的学习变得富有成效。与教师合作，将从城市课外项目中招募的三年级、四年级和五年级学生进行临床访谈和“教学访谈”，以确定核心思想的前兆，以及学习这些思想的障碍。 该项目将根据调查结果以及相关标准、课程和科学教育文献，概述 3-5 年级的能源学习进程。