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A case study of the implementation of a customized multicultural science program in an urban high school.

机译：在城市高中中实施定制的多元文化科学计划的案例研究。

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摘要

As a secondary science teacher I implemented a program with thirty-six (N=36) ninth grade students enrolled in a Regent's Living Environment Science. The program intervention was the LE-MAP (Living Environment for Marginal Performance) Program, for students of marginal skills, (i.e., students who had performed low in previous science assessments or had not been successful in passing science). The LE-MAP Program corresponded to the state's existing Core Regent's Living Environment Curriculum and was developed in order to boost motivation, self-confidence, and learning skills in preparation for the Regent's exam. The program was investigated by using qualitative methods. All data about student performance were collected during the investigative or laboratory activities and field experiences of this program and were compiled and analyzed (qualitatively and quantitatively) to determine the effectiveness of the program toward improving students' science skills.;The four major findings from the study show that (1) the program was highly rated in approval by outsiders, teachers, and students; and that the program should continue to be used by other students of similar difficulties and skill level; (2) teachers should be a part of the decision-making in schools, especially pertaining to science curriculum development, because teachers have personal contact and insights into the experiences and ways that students think; (3) the impact of the LE-MAP Program proved to be an overwhelming success for the students in that they were able to design their own science projects and present them in front of teachers and peers, offer evaluative feedback, and apply science skills they learned within the program; and (4) the students' performance on the state Regent's Living Environment Examination was successfully high and notable. Therefore, this study concludes that intervention programs designed to foster science thinking, inquiry-learning, and teacher support in teaching and learning science, such as the LE-MAP Program, are indeed appropriate to motivate students to excel in learning science.
机译：作为中学科学老师，我实施了一项计划，招收了Regent的生活环境科学专业的36名（N = 36）九年级学生。该计划的干预措施是LE-MAP（边际绩效的生活环境）计划，面向边际技能的学生（即，以前的科学评估成绩不佳或未成功通过科学的学生）。 LE-MAP计划与该州现有的Core Regent的生活环境课程相对应，其制定目的是为了增强动力，自信心和学习技能，为Regent的考试做准备。该程序通过定性方法进行了研究。有关学生表现的所有数据都是在调查或实验室活动以及该计划的现场经验中收集的，并进行了汇编（定性和定量）分析，以确定该计划对提高学生的科学技能的有效性。研究表明：（1）该计划在外部人士，老师和学生的认可下获得了很高的评价；并且该计划应继续供其他具有相似难度和技能水平的学生使用； （2）教师应成为学校决策的一部分，尤其是与科学课程开发有关的决策，因为教师对学生的经验和方式具有个人接触和见解； （3）LE-MAP计划的影响证明对学生而言是压倒性的成功，因为他们能够设计自己的科学项目，并在老师和同学面前展示他们，提供评估反馈，并运用他们的科学技能在程序中学习； （4）学生在国家摄政人员生活环境考试中的成绩高，成绩显着。因此，本研究得出的结论是，旨在促进科学思维，探究学习和教师在教学科学中的支持的干预计划，例如LE-MAP计划，确实适合激发学生在学习科学方面的才能。

著录项

  • 作者

    Strange, Dorothy Patterson.;

  • 作者单位

    Teachers College, Columbia University.;

  • 授予单位 Teachers College, Columbia University.;
  • 学科 Education Bilingual and Multicultural.;Education Sciences.;Education Secondary.
  • 学位 Ed.D.
  • 年度 2009
  • 页码 112 p.
  • 总页数 112
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 中等教育;自然科学教育与普及;
  • 关键词

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