GK-12 Formal Proposal: Science and Technology Enhance Authentic Learning in The High Schools - Project STEALTH

秘密计划涉及13名研究生和12名高级本科生研究员，12名中学科学和数学教师(分别来自俄克拉何马市和德尔市的两所高中和两所中学)，以及7名OU教职员工(来自土木工程和环境科学学院、工业工程学院、教育领导和政策研究系以及俄克拉荷马州卓越教育网络)，他们将以团队形式为中级科学和数学学生开发、设计、实施和评估基于探究的学习活动。这些活动将被纳入课程、示范、实验室练习、个人和小组项目以及实地体验，以便：1)强调真实和基于社区的体验；2)鼓励创造性的解决问题的技能；3)培养终身学习的兴趣；以及4)为中学生接受高级教育做好准备。活动主题将集中在环境科学和工程、新材料及其使用和土木工程基础设施。活动将根据课程要求、课程内容、学生的能力和兴趣以及可用的资源来设计，以满足教师和学生的需求。研究人员将准备通过一门新课程创建和实施这些活动：1)符合真实学习的教育理论、概念和评估；2)设计、实施和评估中学科学和数学课程中基于实践的探究性活动；3)适合中学生的教学实践和方法，以及地方、州和国家课程标准。该计划对学员教学技能的有效性以及对中学科学和数学教育的影响将得到量化评估，并用于持续改进该计划。

Project STEALTH involves thirteen graduate and twelve advanced undergraduate Fellows, twelve secondary science and mathematics teachers (from two high schools and two middle schools located in Oklahoma City and Del City), and seven OU faculty (from the School of Civil Engineering and Environmental Science, School of Industrial Engineering, Department of Educational Leadership and Policy Studies, and the Oklahoma Networks for Excellence in Education), who will work in teams developing, designing, implementing, and assessing authentic learning, inquiry-based activities for secondary science and mathematics students. These activities will be incorporated into lessons, demonstrations, laboratory exercises, individual and group projects, and field experiences in order to: 1) emphasize authentic and community-based experiences; 2)encourage creative problem-solving skills; 3) develop interest in life-long learning; and 4) prepare secondary students for advanced education. Activity themes will focus on environmental science and engineering, new materials and their use, and civil infrastructures. Activities will be designed to fit the teachers and students' needs based on curriculum requirements, course content, students' abilities and interests, and available resources. Fellows will be prepared to create and implement these activities through a new course presenting: 1) educational theory, concepts, and assessment congruent with authentic learning; 2) the design, implementation, and assessment of hands-on, inquiry-based activities in secondary science and mathematics curricula; and 3)appropriate teaching practices and methods for secondary students, as well as local, state, and national curricula standards. The program's effectiveness on the Fellows' teaching skills, as well as its effect on secondary science and mathematics education will be quantitatively assessed and used to continually improve the program.