Teaching with Investigation and Design

How we learn science influences how we teach science. If your only experience learning science is in a lecture hall, it can be hard for you to envision teaching science using anything besides lectures. If, on the other hand, you learned science by asking questions, planning investigations, collecting and analyzing data, constructing explanations using evidence from your investigations, and communicating your understanding to others, then you are far more likely to think about ways to engage your own students in learning science in the same way.

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The relationship between learning science and teaching science has profound consequences for all of our students, but especially for those who become teachers. Our introductory undergraduate science courses are filled with future teachers: some who are already preparing to be elementary, middle, or secondary teachers through majors in education, and many, many others who will come to teaching as a career by following a different path. These introductory courses are often future teachers' only opportunity to engage with the practices and concepts of science and engineering as adult learners.

The vision of TIDeS is that future teachers will learn science as undergraduates the way they are expected to teach science in the K–12 classroom: engaging all students in science investigation and engineering design in a discourse-filled, context-rich, inclusive learning process. TIDeS seeks to catalyze transformation of introductory undergraduate science courses by supporting faculty in the development and implementation of high-quality, rigorously tested curricular materials.

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