Curriculum and Community Enterprise for Restoration Sciences: The Expansion and Future of the Model
Curriculum and Community Enterprise for Restoration Sciences: The Expansion and Future of the Model
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DOI：
10.5430/irhe.v3n4p1
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发表时间：
2018-11
期刊：
影响因子：
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通讯作者：
Lauren B. Birney;Denise McNamara;Catherine Sanders;H. Luintel;J. Penman
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文献类型：
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作者：
Lauren B. Birney;Denise McNamara;Catherine Sanders;H. Luintel;J. Penman
CCERS伙伴关系包括来自大学，基金会，教育部门，社区组织和文化机构的合作者，以建立新的课程。正如兰德公司（2011年）进行的一项研究所报告的那样，地区、社区组织、政府机构、当地资助者和其他人之间的伙伴关系可以加强学习计划。该课程融合了基于项目的学习和Bybee的5E模型（注1），通过恢复科学向城市中学生教授核心STEM-C概念。CCERS有五个相互关联和互补的方案支柱（详见下一节）。CCERS课程鼓励城市中学生探索和参与基于项目的学习活动，恢复纽约港及其周边地区的牡蛎种群。在Melaville，贝格and Blank的Community Based Learning（2001）一书中有这样一句话：“教育必须将主题与学生生活的地方以及影响我们所有人的问题联系起来”。课程让学生和教师与STEM专业人员和公民科学家一起参与长期的恢复生态和环境监测项目。简而言之，合作伙伴为校内和校外学习方案创建了论坛，为教育工作者和学生提供了一个在线合作平台，并与社区合作伙伴一起举办展览，以加强和扩大教育工作者及其学生的学习。目前CCERS的实施涉及：78所中学127名教师110名科学家志愿者超过5000名K-12学生在这份报告中，我们提出了总结性的调查结果，这些调查结果来自三个学生群体，他们的教师接受了该项目课程的培训，并从项目负责人的访谈中获得了回答以下研究问题的结果：五个方案支柱是否独立和共同发挥作用，作为一个相互关联的STEM-C内容交付工具系统，也有效地改变了学生和教育工作者对STEM-C学习和环境恢复和管理的处置？什么是“课程加社区企业”的地方模式？在五年实施期间和之后，有哪些机制在当地创造该模式的可持续性和可扩展性？该模式的哪些核心方面是可复制的？研究结果表明，该计划提高了学生的生命科学知识，但并没有显着影响学生的意图，成为一名科学家或亲和力science. Interview与项目工作人员表示，在该模型的关键因素是其保护使命，伙伴关系，和当地的性质所涉及的问题。在五年实施期之后，可持续性和可扩展性的主要机制是数字平台、课程本身和传播（在媒体和学术期刊上发表了450多篇与该项目有关的文章）。确定的核心可复制方面是数字平台和在其他关键物种环境中的采用。
The CCERS partnership includes collaborators from universities, foundations, education departments, community organizations, and cultural institutions to build a new curriculum. As reported in a study conducted by the Rand Corporation (2011), partnerships among districts, community-based organizations, government agencies, local funders, and others can strengthen learning programs. The curriculum merged project-based learning and Bybee’s 5E model (Note 1) to teach core STEM-C concepts to urban middle school students through restoration science. CCERS has five interrelated and complementary programmatic pillars (see details in the next section). The CCERS curriculum encourages urban middle school students to explore and participate in project-based learning activities restoring the oyster population in and around New York Harbor. In Melaville, Berg and Blank’s Community Based Learning (2001) there is a statement that says, “Education must connect subject matter with the places where students live and the issues that affect us all”. Lessons engage students and teachers in long-term restoration ecology and environmental monitoring projects with STEM professionals and citizen scientists. In brief, partners have created curriculums for both in-school and out-of-school learning programs, an online platform for educators and students to collaborate, and exhibits with community partners to reinforce and extend both the educators’ and their students’ learning. Currently CCERS implementation involves:78 middle schools127 teachers110 scientist volunteersOver 5000 K-12 studentsIn this report, we present summative findings from data collected via surveys among three cohorts of students whose teachers were trained by the project’s curriculum and findings from interviews among project leaders to answer the following research questions:Do the five programmatic pillars function independently and collectively as a system of interrelated STEM-C content delivery vehicles that also effectively change students’ and educators’ disposition towards STEM-C learning and environmental restoration and stewardship?What comprises the "curriculum plus community enterprise" local model?What are the mechanisms for creating sustainability and scalability of the model locally during and beyond its five-year implementation?What core aspects of the model are replicable?Findings suggest the program improved students’ knowledge in life sciences but did not have a significant effect on students’ intent to become a scientist or affinity for science.Interviews with project staff indicated that the key factors in the model were its conservation mission, partnerships, and the local nature of the issues involved. The primary mechanisms for sustainability and scalability beyond the five-year implementation were the digital platform, the curriculum itself, and the dissemination (with over 450 articles related to the project published in the media and academic journals). The core replicable aspects identified were the digital platform and adoption in other Keystone species contexts.