Pathway to Inquiry-Based Science Teaching: An International Partnership

基于探究的科学教学之路：国际合作伙伴关系

• 批准号: 1132691
• 负责人: Robert Panoff
• 金额: $ 30万
• 依托单位: Shodor Education Foundation Inc
• 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: 2011-09-01 至 2014-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1132691&HistoricalAwards=false
• 关键词: Pathway; Inquiry; Based; Science; Teaching

This project focuses on 'Teaching Science as Inquiry' in this 'Pathway to Inquiry-Based Science Teaching: An International Partnership' undertaken by Shodor Education Foundation. It is based on three main axes that could facilitate the uptake of IBSE (Inquiry-Based Science Education). It (a) proposes a standard-based approach to teaching science by inquiry that outlines instructional models to help teachers organize effectively their instruction, (b) deploys a series of methods to motivate teachers to adopt inquiry-based techniques and activities and (c) offers access to a unique collection of open educational resources and teaching practices (linked with science curricula) that have proven efficiency and efficacy in promoting inquiry-based education while expanding the limitations of classroom instruction. Such an approach enables all stakeholders (teachers, teachers' trainers, and curriculum developers, policy-makers) to examine their own practices in the light of the best performing approaches that set the standards on what can be achieved and provides them with a unique tool to bring about improvements in their everyday practice. Broad Impacts are based in all three objectives. They depend largely on Shodor being an active 'train the trainers' partner to ensure that National Science Digital Library (NSDL) materials form the core of the new materials effort and new efforts to change how teachers are prepared to teach while both extending their evaluation in an inquiry mode and leveraging the workshops to directly benefit a number of American (in-service and pre-service) teachers and teacher preparation faculty. This provides a broader evaluation of the effectiveness of the content and design of NSDL. Also the American participants will have a substantial international experience in culture and comparative education.

该项目的重点是由Shodor教育基金会开展的“基于探究的科学教学之路：国际合作伙伴关系”中的“科学探究式教学”。 它基于三个主轴，可以促进 IBSE（基于探究的科学教育）的采用。 它（a）提出了一种基于标准的探究式科学教学方法，概述了帮助教师有效组织教学的教学模式，（b）部署了一系列方法来激励教师采用基于探究的技术和活动，以及（c）提供独特的开放教育资源和教学实践（与科学课程相关）集合，这些资源和教学实践在促进基于探究的教育同时扩大课堂教学的局限性方面已被证明是有效的。这种方法使所有利益相关者（教师、教师培训师、课程开发者、政策制定者）​​能够根据最佳表现方法检查自己的实践，这些方法设定了可以实现的标准，并为他们提供了独特的工具改善他们的日常实践。 广泛影响以所有三个目标为基础。他们在很大程度上依赖Shodor作为积极的“培训师培训”合作伙伴，以确保国家科学数字图书馆（NSDL）材料成为新材料工作和新努力的核心，以改变教师准备教学的方式，同时扩大他们的评估范围探究模式并利用研讨会直接使许多美国（在职和职前）教师和教师培训教师受益。这为 NSDL 内容和设计的有效性提供了更广泛的评估。 美国参与者还将在文化和比较教育方面拥有丰富的国际经验。