开始时间: 04/07/2014 持续时间: 4 weeks
大学或机构: Rice University（莱斯大学）
A revolution is underway in science classrooms. The demands of the new workplace and the ready access to information afforded by new technologies have radically changed the way we define a scientifically literate society.
More than ever teachers need professional development that provides them with the resources they need and empowers them to take the action required to build classrooms where the next generation of scientifically literate students will flourish.
Inquiry Science Learning: Perspectives and Practices consists of four courses, each designed to address a different strand in the development of skills teachers need to meet the demands of their career, including the following.
In this fourth course we will focus on helping teachers change the nature of their classrooms to promote student engagement and proficiency in inquiry science
Week 1: From Cookbook to Inquiry:
Participants will learn how to transform science lessons from ones in which students are merely following instructions to ones in which they choose their questions, design their investigations and evaluate their own and peers’ conclusions and reasoning.
Week 2: Assessing in an Inquiry Classroom:
Participants will learn how to develop authentic assessments and to design evaluation methods suited to this richer form of assessment.
Week 3: The Role of the Inquiry Teacher:
If the teacher in an Inquiry classroom is no longer the central figure delivering information, what is their role? Participants will learn the preparation and execution of student-centered learning.
Week 4: Letting Go! The Final Challenge:
In the last week of the course, participants will submit evidence of their transformation in the science classroom. Through peer review all participants will have the opportunity to evaluate these transformations and to receive feedback that will encourage further growth.
In this course, teachers will develop the skills essential to move from a top-down content delivery model of science instruction to one in which the teacher is a guide, enabling students to create shared meaning of important science concepts.