Integrating Curriculum, Instruction, and Assessment in Project-Based Instruction: A Case Study of an Experienced Teacher
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- 作者：Anthony J. Petrosino
- 关键词：project ; based science ; astronomy ; inquiry ; retrospective analysis
- 刊名：Journal of Science Education and Technology
- 出版时间：2004
- 出版年：2004
- 期刊代码：43_10590145
- 类别：mt
- 卷：13
- 期：4
- 页码：447-460
- 数据来源：sp
摘要
This case study of a teacher who engaged his students in inquiry within a technologically rich classroom was conducted over 5 weeks, including 15 regularly scheduled classes. Data include extensive teacher interviews, e-mail, and artifacts such as class notes, curriculum guides, and handouts. A retrospective analysis methodology was utilized to address what Barron et al. (1998), called the major hurdles in implementing project-based curricula: the simultaneous changes in curriculum, instruction, and assessment practices. In addition, a framework developed by the National Research Councils How People Learn was employed to provide detail on the nature of knowledge, learner, assessment, and community centeredness of the project-based unit. Finally, the classroom environment created during a unit of astronomy was analyzed and five principles emerged: the sense of a project, the development of independent individuals, creation of a global community of learners, a cyclic nature of instruction emphasizing conceptual and procedural understanding, and the utilization of distributedexpertise.