An interdisciplinary national program developed at Baylor to make science exciting for all K-5 students.
An interdisciplinary national program developed at Baylor to make science exciting for all K-5 students.
复制标题
贝勒大学制定了一项跨学科国家计划，旨在让所有 K-5 学生对科学充满兴趣。
DOI：
10.1097/00001888-199904000-00020
复制
发表时间：
1999
期刊：
影响因子：
--
通讯作者：
Tharp,BZ
中科院分区：
文献类型：
--
作者：
Moreno,NP;Tharp,BZ
科学成绩差距始于小学，许多学生对科学相关的学习失去兴趣，特别是来自传统上代表性不足的群体的学生。贝勒医学院在联邦基金的协助下开发的“我的健康我的世界”项目（以下简称“项目”）是解决这一问题的全国性努力。该项目的目标是使科学对小学生（即从幼儿园到五年级）具有吸引力和相关性，包括那些来自代表性不足的少数民族（URM）的学生，并使教师和家长易于教学。为了实现这一目标，它正在编制以环境卫生问题为统一主题的跨学科教材。该项目在1997年设立的全国七个传播中心提供材料（包括家长带回家的材料）和对教师的培训。还举办讲习班，培训从当地科学教育领导人中选出的促进者，这些促进者反过来举办讲习班，培训其他教师。每个中心都收到一笔小额赠款，以支付与其提供的培训有关的费用，所有中心都协调其培训，为所有参与者提供可比的经验。在1995年，1996年和1997年涉及文化，种族和民族不同的学生和教师在两个地点的实地测试表明，参与教师发现，该项目的材料促进科学学习和科学的热情，易于使用和教师参与。1998年的讲习班在所有评价的特点方面的评分也很高。在该项目第一个全年的传播活动（1998年）之后，所有迹象表明，它将继续接触到全国更多的教师和学生，并最终帮助来自各种背景的更多学生在与科学有关的学习中取得成就。
The achievement gap in science begins in elementary school, where many students lose interest in science-related studies, particularly students from traditionally underrepresented groups. The “My Health My World” Project (hereafter,“the Project”), developed at Baylor College of Medicine with the assistance of federal funds, is a national effort to address this problem. The Project's goals are to make science appealing and relevant for elementary school students (ie, kindergarten through grade five), including those from underrepresented minorities (URMs), and easy to teach for teachers and parents. It is achieving this goal by the development of interdisciplinary instructional materials that use environmental health issues as a unifying theme. The Project provides its materials (including take-home materials for parents) and training for teachers at seven dissemination centers across the country, established in 1997. Workshops are also held to train facilitators, chosen from among local science education leaders, who in turn hold workshops to train other teachers. Each center receives a mini-grant to cover costs related to the training it provides, and all coordinate their training to offer comparable experiences for all participants. Field tests in 1995, 1996, and 1997 involving culturally, racially, and ethnically diverse students and teachers in two sites indicate that the participating teachers found that the Project's materials promote science learning and enthusiasm for science and are easy to use and engaging for teachers. Ratings for workshops in 1998 were also high for all characteristics evaluated. All signs after the Project's first full year of dissemination activities (1998) indicate that it will continue to reach more teachers and students across the nation and will eventually help more students from all backgrounds achieve in science-related studies.