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The present study examined changes in high school biology and technology education pedagogy during the first year of a three-year professional development (PD) program using the INSPIRES educative curriculum. The Next Generation Science Standards (NGSS) calls for the integration of science and engineering through inquiry-based pedagogy that shifts the burden of thinking from the teacher to the student. This call is especially challenging for teachers untrained in inquiry teaching and engineering or science concepts. The INSPIRES educative curriculum materials and PD provided a mechanism for teachers to transform their teaching to meet the NGSS challenges. This study followed a longitudinal triangulation mixed methods design. Selected lessons were video recorded, scored on the Reformed Teaching Observation Protocol (RTOP) rubric, and examined for qualitative trends. Year 1 results indicated that teachers had begun to transform their teaching and pointed to particular lessons within the INSPIRES curriculum that most facilitated the reform. Instructional practices of participants improved significantly as a result of the INSPIRES PD program and also aligned with previous, similar studies. These findings provide insights for rethinking the structure of professional development, particularly in the integrated use of an educative curriculum aligned with intended professional development goals.

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2012年,美国正式发布了《K-12科学教育框架:实践、通用概念及核心概念》最终版。作为全美新一代科学教育标准的指导性文件,该框架使用了学习进阶连贯地表征出学生在各学段应达成的学习目标。学习进阶的提出与定义、组成要素、理论基础及其构建与呈现方式决定了其对学生认知发展和已有生活经验的关注,使其成为教育研究与教学紧密结合的桥梁,也是设计与实现少而精、连贯一致的中小学科学课程的必然需求。当前,国际科学教育领域已由学习进阶的研究与设计阶段迈向应用与实践层面,而我国对学习进阶的认识与研究仍处于起步阶段,亟须在中小学科学教育领域展开对学习进阶的深入研究。  相似文献   

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Recently, many educational institutions across the globe have implemented engineering leadership programmes either as a part of a formal engineering curriculum or where leadership development is embedded into separate in-house programmes. This shows the clear intent of these educational institutions to prepare their engineering students for solving real-world problems, recognising that both technical and leadership skills are valuable for tomorrow's engineers. Leadership programmes in engineering education have been implemented in various formats with varying degrees of success. It has already been identified in research studies that 80–90% of engineering leadership programmes offered explicitly across the globe were based in the United States of America. However, in Europe and Australia, there is a noticeable lack of engineering leadership programmes, particularly in undergraduate curricula. The programmes that are offered across Australia and Europe have distinct design and delivery styles but there are certain key features that are common to most of the programmes, including professional partnerships, mentoring, engineering design and project-based approaches.  相似文献   

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This paper discusses a study in progress which involves the use of a computerised research science database (Birds of the Antarctica) and specially designed curriculum materials. The purpose of the study is to investigate the extent to which students’ inquiry skills can be facilitated by the materials. Much attention is given in the programme to developing both students’ inquiry skills and their subject-matter knowledge. Year 11 and 12 students’ knowledge and skills development are interpreted as they interact with the computerised database and the curriculum materials. Preliminary findings about students’ abilities and perceptions are discussed and, in particular, constraints to the development of inquiry skills and construction of understanding are explored. Specializations: Science education, computers in education, learning environment.  相似文献   

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Infusing engineering design projects in K-12 settings can promote interest and attract a wide range of students to engineering careers. However, the current climate of high-stakes testing and accountability to standards leaves little room to incorporate engineering design into K-12 classrooms. We argue that design-based learning, the combination of scientific inquiry and engineering design, is an approach that can be used to meet both K-12 educators’ and engineering advocates’ goals. This paper describes an 8-week high school curriculum unit, the Heating/Cooling System, in which engineering design is used to teach students central and difficult chemistry concepts such as atomic interactions, reactions, and energy changes in reactions. The goals of the paper are to (1) describe this successful design-based unit, (2) provide guidelines for incorporating design-based learning into other science topics, and (3) provide some evidence of its value for teaching difficult chemistry concepts and increasing interest in engineering careers.  相似文献   

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The National Research Council’s Framework for K-12 Science Education and the Next Generation Science Standards (NGSS Lead States in Next Generation Science Standards: For states, by states. The National Academies Press, Washington, 2013) move teaching away from covering many isolated facts to a focus on a smaller number of disciplinary core ideas (DCIs) and crosscutting concepts that can be used to explain phenomena and solve problems by engaging in science and engineering practices. The NGSS present standards as knowledge-in-use by expressing them as performance expectations (PEs) that integrate all three dimensions from the Framework for K-12 Science Education. This integration of core ideas, practices, and crosscutting concepts is referred to as three-dimensional learning (NRC in Division of Behavioral and Social Sciences and Education. The National Academies Press, Washington, 2014). PEs state what students can be assessed on at the end of grade level for K-5 and at the end of grade band for 6–8 and 9–12. PEs do not specify how instruction should be developed nor do they serve as objectives for individual lessons. To support students in developing proficiency in the PEs, the elements of the DCIs will need to be blended with various practices and crosscutting concepts. In this paper, we examine how to design instruction to support students in meeting a cluster or “bundle” of PEs and how to blend the three dimensions to develop lesson level PEs that can be used for guiding instruction. We provide a ten-step process and an example of that process that teachers and curriculum designers can use to design lessons that meet the intent of the Next Generation of Science Standards.  相似文献   

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长期以来,美国都受到其基础教育质量不高,中小学学生科学素养不足的困扰。近年来美国出台了一系列关于科学教育的国家标准。1996年美国推出了《国家科学教育标准》（以下简称《标准》）。2010年,美国又颁布了《K-12科学教育框架》（以下简称《框架》）。在此基础上,2013年4月美国又颁布了《新一代科学教育标准》（以下简称《新标准》）。本文在介绍《新标准》提出的背景的基础上,着重介绍《新标准》提出的一些新的观念,并在正视中美客观差异基础上,针对我国国情,提出提高我国科学教育水平的一些建议。  相似文献   

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The Framework for K-12 Science Education and the Next Generation Science Standards propose that students learn core ideas and practices related to engineering as well as science. To do so, students will need high-quality curricular materials designed to meet these goals. We report an efficacy study of an elementary engineering curriculum, Engineering is Elementary (EiE) that includes a set of hypothesized critical components designed to encourage student engagement in practices, connect engineering and science learning, and reach diverse students. To measure the impact of the curriculum, we conducted a cluster randomized controlled trial in 604 classrooms in 152 schools in three states. Schools were randomly assigned to either the treatment curriculum or to a comparison curriculum that addressed the same learning goals but did not include several critical components. Results show that students who used the treatment curriculum (EiE) regardless of demographic characteristics outperformed students in the comparison group on outcome measures of both engineering and science content learning. The results show that curriculum design affects student-learning outcomes.  相似文献   

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The purpose of this paper is to describe how the environment and environmental issues are conceptualized and positioned in the Next Generation Science Standards (NGSS) to examine underlying assumptions about the environment. The NGSS are a recent set of science standards in the USA, organized and led by Achieve Inc., that propose science education goals based on the National Research Council report, A Framework for K-12 Science Education. Drawing from critical discourse analysis, we present a detailed textual analysis of the NGSS to identify the positioning of the environment with respect to humans and human activity. This analysis shows patterns in the ways that the environment is conceptualized and inscribed in the standards as an entity separate from people through both exclusion and ambiguity. We also discuss findings about how agency is more often ascribed to actions or activities rather than people and when solutions to environmental issues are included, the focus is on technoscientific solutions. Finally, we provide implications for considering scientific and environmental literacy, education for action, and the role of standards documents in shaping educational practice.  相似文献   

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This paper reports on the development of an engineering curriculum for a new industrial engineering programme at a medium-sized private university in the northeast United States. A systems engineering process has been followed to design and develop the new curriculum. Considering the programme curriculum as a system, first the stakeholders have been identified, and some preliminary analysis on their needs and requirements has been conducted. Following that, the phases of conceptual design, preliminary design, and detailed design have been pursued during which different levels of validation, assessment, and evaluation processes have been utilised. In addition, a curriculum assessment and continuous improvement process have been developed to assess the curriculum and the courses frequently. The resulting curriculum is flexible, allowing the pursuit of accelerated graduate programmes, a second major, various minor options, and study-abroad; relevant, tailored to the needs of industry partners in the vicinity; and practical, providing hands-on education, resulting in employment-ready graduates.  相似文献   

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新版K-12科学教育框架的出台表明美国拉开了新一轮科学教育改革的序幕。美国新版K-12科学教育框架主要特点:聚焦于核心概念的科学教学、工程与科学相提并论、知行合一的"实践"和整体化设计。结合我国当前基础教育阶段科学教学存在的问题,阐释了我们应该从美国新版K-12科学教育框架借鉴的教学改革理念与做法。  相似文献   

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This article reports empirical work conducted by three university teacher education providers into how a major revision of the science curriculum in England, the How Science Works strand, has been translated into practice for 14–16 year olds in schools. Data were collected from pre-service teachers about their understanding, experiences, perceived challenges and resourcing of How Science Works during their final school experience. The results indicate that implementation of How Science Works in schools lies on a spectrum between two extremes referred to as creative implementation and restricted implementation; a recognition that success with this new approach requires a fuller engagement in higher order thinking skills; and that the importance of differentiation is paramount if all pupils are to connect with the new curriculum. The article concludes that support is needed for major transitions in pedagogy with both serving and trainee teachers. This needs to start with teacher education and encompass teacher development, with greater involvement both in school and university programmes.  相似文献   

14.
NGSS and the Next Generation of Science Teachers   总被引：1，自引：0，他引：1  
This article centers on the Next Generation Science Standards (NGSS) and their implications for teacher development, particularly at the undergraduate level. After an introduction to NGSS and the influence of standards in the educational system, the article addresses specific educational shifts—interconnecting science and engineering practices, disciplinary core ideas, crosscutting concepts; recognizing learning progressions; including engineering; addressing the nature of science, coordinating with Common Core State Standards. The article continues with a general discussion of reforming teacher education programs and a concluding discussion of basic competencies and personal qualities of effective science teachers.  相似文献   

15.
The new science education reform documents call for integration of engineering into K-12 science classes. Engineering design and practices are new to most science teachers, meaning that implementing effective engineering instruction is likely to be challenging. This quasi-experimental study explored the influence of teacher-developed, engineering design-based science curriculum units on learning and achievement among grade 4–8 students of different races, gender, special education status, and limited English proficiency (LEP) status. Treatment and control students (n = 4450) completed pretest and posttest assessments in science, engineering, and mathematics as well as a state-mandated mathematics test. Single-level regression results for science outcomes favored the treatment for one science assessment (physical science, heat transfer), but multilevel analyses showed no significant treatment effect. We also found that engineering integration had different effects across race and gender and that teacher gender can reduce or exacerbate the gap in engineering achievement for student subgroups depending on the outcome. Other teacher factors such as the quality of engineering-focused science units and engineering instruction were predictive of student achievement in engineering. Implications for practice are discussed.  相似文献   

16.
The development of transferrable skillsets, articulated in statements of graduate learning outcomes, is emphasised in undergraduate science degree programmes. Science students enrolled in dual (double) degrees comprise a significant minority of Australian science undergraduates. Research comparing perceptions of single and dual degree students on their science learning outcomes has rarely been explored. The Science Students Skills Inventory was used to compare the perceptions of single (n = 640) and dual (n = 266) degree undergraduate science students. The instrument explored science graduate learning outcomes across six indicators: importance; the extent to which outcomes were included; the extent to which they were assessed; improvement; confidence; and likely future use. Analysis of findings, employing the planned–enacted–experienced curricula framework, offers insight into potential avenues towards coherence of the experienced curriculum by arguing the need for shared perceptions of graduate learning outcomes for single and dual degree science students. The key contribution of this study is a shift towards progressive curriculum development that draws on both single and dual degree student perspectives to achieve graduate learning outcomes. Recommendations include: whole-of-programmes curricular pathways premised on progressive development of learning outcomes that are inclusive of dual degree students, explicit interdisciplinary learning opportunities, and adoption of dual/single status as a demographic variable reported in future research.  相似文献   

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Relatively little research has been conducted to monitor the role of writing in science lessons. This paper reports the findings of four case studies concerning the teaching and writing of science in isolated one-teacher schools. The teachers participated in an intervention program that aimed to facilitate the teaching of enquiry-based science. This program introduced an innovation consisting of instructional materials and a teaching approach. A multi-site case study design was used which involved regular lesson observations at the schools over a period of 12 months. Documents in the form of the students' written reports were used to supplement data regarding the teachers' use of the innovation. There was a variation in the extent and method of use of the innovation which was evident in the students' reports. Specializations: K-6 Science and technology curriculum and instruction, teacher perceptions.  相似文献   

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3D printing technology is a powerful educational tool that can promote integrative STEM education by connecting engineering, technology, and applications of science concepts. Yet, research on the integration of 3D printing technology in formal educational contexts is extremely limited. This study engaged preservice elementary teachers (N?=?42) in a 3D Printing Science Project that modeled a science experiment in the elementary classroom on why things float or sink using 3D printed boats. The goal was to explore how collaborative 3D printing inquiry-based learning experiences affected preservice teachers’ science teaching self-efficacy beliefs, anxiety toward teaching science, interest in science, perceived competence in K-3 technology and engineering science standards, and science content knowledge. The 3D printing project intervention significantly decreased participants’ science teaching anxiety and improved their science teaching efficacy, science interest, and perceived competence in K-3 technological and engineering design science standards. Moreover, an analysis of students’ project reflections and boat designs provided an insight into their collaborative 3D modeling design experiences. The study makes a contribution to the scarce body of knowledge on how teacher preparation programs can utilize 3D printing technology as a means of preparing prospective teachers to implement the recently adopted engineering and technology standards in K-12 science education.  相似文献   

19.

This article provides an introduction for the special issue of the Journal of Science Education and Technology focused on computational thinking (CT) from a disciplinary perspective. The special issue connects earlier research on what K-12 students can learn and be able to do using CT with the CT skills and habits of mind needed to productively participate in professional CT-integrated STEM fields. In this context, the phrase “disciplinary perspective” simultaneously holds two meanings: it refers to and aims to make connections between established K-12 STEM subject areas (science, technology, engineering, and mathematics) and newer CT-integrated disciplines such as computational sciences. The special issue presents a framework for CT integration and includes articles that illuminate what CT looks like from a disciplinary perspective, the challenges inherent in integrating CT into K-12 STEM education, and new ways of measuring CT aligned more closely with disciplinary practices. The aim of this special issue is to offer research-based and practitioner-grounded insights into recent work in CT integration and provoke new ways of thinking about CT integration from researchers, practitioners, and research-practitioner partnerships.

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20.
With the advent of the Next Generation Science Standards in engineering (NGSS, 2013), teachers of multiple subject areas are being asked to do more than ever before—not only to teach engineering content in the K-12 classroom but also to engage students in authentic disciplinary reading and writing as part of content learning. These standards sound good, but they beg several questions; namely, what do we know about how, why, and when do engineers read and write as they do their work every day? What do teachers charged with engineering education know about the daily practices of engineers, let alone the literacy practices? In short, little is known about the literacy practices of engineers in the course of their daily work. This article draws on participant observation, interviews, and document analysis of one research engineering laboratory to illustrate the literacy practices of one group of engineers and begins to draw implications from this work for teacher practice in achieving the NGSS engineering education standards.  相似文献   

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