授权:授权材料以促进所有权,参与和相关性
Mon-Lin Monica Ko1, Christina Krist2, Barbara Hug2
1University of Colorado Boulder.
概括
这项研究探讨了教师如何调整科学课程,以通过集中社区需求和当地环境来培养关键科学机构. 它介绍了EMPOWER,这是一个支持教师创造相关的,以学生为中心的科学学习体验的倡议.
科学领域:
- 科学教育科学教育教育.
- 课程开发 课程开发
- 教师专业发展教师专业发展
背景情况:
- 传统的科学教育往往无法与当地环境和社区需求相联系.
- 一个适合所有教师学习的方法不能充分准备教育工作者对文化响应的科学教学.
- 发展学生的批判性科学机构要求教师整合社区资源,解决当地不平等问题.
研究的目的:
- 介绍EmpOWER倡议的核心承诺.
- 支持教师理解和调整科学课程材料.
- 通过以社区为中心的方法,促进学生在科学学习中的所有权,参与和相关性.
主要方法:
- 跨机构合作,涉及美国各地的多个地点.
- 专注于教师的感知和适应课程材料.
- 强调将社区需求,资源和正义问题纳入科学学习设计.
主要成果:
- 在EMPOWER倡议提供了一个框架,以支持教师发展与当地相关的科学学习.
- 教师有能力调整课程,以促进学生的所有权和参与.
- 该方法解决了对文化响应和以正义为导向的科学教育的需求.
结论:
- 有效的科学学习需要当地相关的,以社区为中心的方法,促进关键科学机构.
- 教师的专业发展必须支持课程的调整,以满足不同的学生和社区需求.
- EMPOWER模型为培养相关和引人入胜的科学学习体验提供了一个有希望的途径.
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