Improvement in Student Science Proficiency Through InSciEd Out
Improvement in Student Science Proficiency Through InSciEd Out
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DOI：
10.1089/zeb.2012.0818
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发表时间：
2012-12-01
期刊：
影响因子：
2
通讯作者：
Ekker, Stephen C.
中科院分区：
文献类型：
--
作者：
Pierret, Chris;Sonju, James D.;Ekker, Stephen C.
综合科学教育推广 (InSciEd Out) 是梅奥诊所、威诺纳州立大学和罗彻斯特公立学校 (MN) 之间的合作项目，其共同愿景是实现卓越的科学教育。 InSciEd Out 在科学家、教师、教育研究人员和社区之间采用公平的合作伙伴关系模式。在梅奥诊所的暑期实习期间，来自同一学校内各个学科的教师团队使用斑马鱼模型系统以及当前的教学方法体验尖端科学。在实习期间，教师们制作新课程，直接解决本校科学教育改进的机会。新课程中引入斑马鱼是为了支持科学实践的活生生的模型。与 InSciEd Out 计划合作并在课堂上实施两年后，一所 K-8 公立学校的实习教师报告称获得了他们以前从未认识到的当地科学技术和专业知识。教师们还报告说，其他学科与科学课程的整合得到了改善，概念从幼儿园到八年级的垂直流动也得到了改善。学生在高中选择荣誉科学课程的比例增加了一倍多，达到近 90%。在 5 年级和 8 年级（包括 2 年 InSciEd Out）参加明尼苏达州综合评估的学生中，98% 的科学能力取得了中度或高速增长。这些指标表明，教育工作者和科学家之间的合作可以给学生的科学能力带来积极的变化，并表明美国公立学校可以实现对科学教育的更高期望。
Integrated Science Education Outreach (InSciEd Out) is a collaboration formed between Mayo Clinic, Winona State University, and Rochester Public Schools (MN) with the shared vision of achieving excellence in science education. InSciEd Out employs an equitable partnership model between scientists, teachers, education researchers, and the community. Teams of teachers from all disciplines within a single school experience cutting-edge science using the zebrafish model system, as well as current pedagogical methods, during a summer internship at the Mayo Clinic. Within the internship, the teachers produce new curriculum that directly addresses opportunities for science education improvement at their own school. Zebrafish are introduced within the new curriculum to support a living model of the practice of science. Following partnership with the InSciEd Out program and 2 years of implementation in the classroom, teacher-interns from a K-8 public school reported access to local scientific technology and expertise they had not previously recognized. Teachers also reported improved integration of other disciplines into the scientific curriculum and a flow of concepts vertically from K through 8. Students more than doubled selection of an Honors science track in high school to nearly 90%. 98% of students who took the Minnesota Comprehensive Assessments in their 5th and 8th grade year (a span that includes 2 years of InSciEd Out) showed medium or high growth in science proficiency. These metrics indicate that cooperation between educators and scientists can result in positive change in student science proficiency and demonstrate that a higher expectation in science education can be achieved in US public schools.