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

STEALTH项目包括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（来自俄克拉何马城和德尔城的两所高中和两所中学），以及7名公开大学教师（来自土木工程与环境科学学院、工业工程学院、教育领导和政策研究系以及俄克拉何马州卓越教育网络），他们将以团队形式开发，设计、实施和评估中学科学和数学学生的真实学习、探究性活动。这些活动将纳入课程、示范、实验室练习、个人和小组项目以及实地经验，以便：1)强调真实的和基于社区的经验；2)鼓励创造性解决问题的能力；3)培养终身学习的兴趣；4)为中学生接受高等教育做准备。活动主题将集中于环境科学与工程、新材料及其应用以及民用基础设施。活动将根据课程要求、课程内容、学生的能力和兴趣以及现有资源来设计，以适应教师和学生的需要。研究员将准备通过一门新的课程来创建和实施这些活动：1)与真实学习相一致的教育理论、概念和评估；2)设计、实施和评估中学科学和数学课程中以探究为基础的实践活动；3)适合中学生的教学实践和方法，以及地方、州和国家的课程标准。该计划对研究员教学技能的效果，以及对中学科学和数学教育的影响将进行定量评估，并用于不断改进该计划。

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.