A Collaborative Model for Helping Middle Grade Science Teachers Learn Project-Based Instruction, by Joseph S. Krajcik, Phyllis C. Blumenfeld, Ronald W. Marx and Elliot Soloway © 1994 The University of Chicago Press.
Abstract
We describe our collaborative work on project-based instruction with middle school teachers. Grounded in constructivist theory, project-based instruction affords many possibilities for transforming classrooms into active learning environments. To make the theory concrete and accessible to teachers, we delineate features. Students' investigations are organized around a driving question, which is authentic and encompasses substantial content. In attempts to find answers to the questions, students collaborate with each other, develop artifacts, and use technological tools. Because project-based instruction entails considerable changes in classroom practices, we detail associated challenges in enactment. Derived from the teacher development literature, our model for supporting teachers focuses on a dynamic interplay of collaboration, enactment, and reflection. Teachers collaborate with peers, university personnel, and experts in content and technology to discuss information and ideas. They plan and enact projects, reflect on their experiences, and return to the group to share experiences and strategies for meeting difficulties, as well as for supporting each other. Through cycles of collaboration, enactment, and reflection, teachers and university personnel gain new visions of instruction, develop rich conceptions of the features and associated challenges of project-based instruction, and learn strategies for enacting practices that are congruent with theory.
我們描述我們的協作工作，基於項目的教學與中學教師。
立足於建構主義理論，基於項目的教學 affords很多可能性轉化為主動學習的教室環境。
為了使理論具體和訪問教師，我們劃定的功能。
學生的調查是圍繞駕駛問題，這是真實的，並包含大量的內容。
在試圖尋找答案的問題，學生相互合作，開發文物，並使用技術工具。
由於項目為基礎的教學需要相當大的變化，課堂教學，我們在制定詳細的相關的挑戰。
來自教師發展文學，我們的模型支持教師的工作重點是動態的相互協作，制定和反思。
教師協作與同齡人，大學人才，技術專家，在內容和討論信息和想法。
他們計劃和制定項目，反映他們的經驗，並返回該小組分享經驗和戰略會議的困難，並為相互支持。
通過週期的合作，制定和反思，教師和大學人員獲得新的教學視野，豐富發展觀念的特點和面臨的挑戰基於項目的教學，學習策略的制定做法是一致的理論。
