Watershed-Integrated Sciences Partnership (WISP) between UMassBoston and Local School Districts

麻省大学波士顿分校与当地学区之间的分水岭综合科学合作伙伴关系 (WISP)

• 批准号: 0231638
• 负责人: Robert Chen
• 金额: $ 149.75万
• 依托单位: University of Massachusetts Boston
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-01-01 至 2006-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0231638&HistoricalAwards=false
• 关键词: Watershed; Integrated; Sciences; Partnership; WISP

PROJECT SUMMARY Teacher-Fellow teams in seven Middle Schools (Harbor, McCormack, Woodrow Wilson, Lewis, and Gavin Middle Schools in the Boston Public Schools; Pierce Middle School in the Milton Public Schools; Dedham Middle School in the Dedham Public Schools) located within the Neponset River watershed are adapting existing instructional materials such as FOSS kits to use a study of the local watershed as a unifying theme for middle school science. Data is being gathered from the school playground, the students' backyards and the larger community surrounding the participating schools. Inter-school information exchange enables the students at each school to relate their situation to the larger picture and the community of schools can collaborate to gain a sense of conditions within the entire watershed. Quantitative examples and activities are being emphasized in order to hone students' mathematics skills, reinforce the existing mathematics curriculum, and demonstrate mathematics' relevance to science and everyday life. Fellows receive a Summer Teacher Training workshop in pedagogy, state and national frameworks, and effective classroom management. Each Fellow is then teamed with a middle school Teacher in a weeklong Summer Environmental Science Content Institute that uses specific examples and hands-on activities within the watershed to strengthen the Teachers' and Fellows' science content knowledge and concept understanding. In addition to their classroom duties, Fellows are required to take a specially developed course, Teaching Environmental Sciences and Technology. (TEST), that provides continuing pedagogical and content training. Five daylong workshops are held for all Fellows and Teachers during the school year to exchange information and experiences and provide additional content and pedagogical material. A 1-credit spring seminar is used as a base to allow one cohort of Fellows to pass on their experiences and knowledge to the next. Special events such as canoe trips, river cleanups, Boston Harbor cruises, and citizen science activities help foster a sense of connectedness across municipal boundaries. WISP will be evaluated internally by a science pedagogy faculty member and externally by the Educational Development Center, Inc. of Newton, MA. The broader benefits of the program accrue to the Fellows, the teachers, the middle school students and the institutions involved. The Fellows are developing the interest, skills, and commitment necessary to be actively engaged in K-12 education throughout their scientific careers. Teachers are gaining environmental science content knowledge and enhancing their ability to teach science curricula and to reflect on their teaching practices. Middle school students are gaining a deeper understanding and appreciation for science and mathematics. A set of school districts diverse in size, ethnicity and socio-economics and the University of Massachusetts, Boston are developing a shared learning community focused on common needs and shared resources. Title: A Watershed-Integrated Sciences Partnership (WISP) Institution: The University of Massachusetts--Boston PI/co-PI: Robert F. Chen, William E. Robinson, Michael Shiaris, Clara Jennings, and Marilyn Decker, Partner School Districts: Boston Public, Milton Public, Dedham PublicFunding: $1,497,458 total for 3 yearsNumber of Fellows/year: 10 Graduate and 3-5 Undergraduate Grade Band: Middle School Setting: Urban, suburbanDisciplines: Geosciences, Biology, Chemistry, Computer Sciences

项目摘要位于尼伯拉普河分水岭内的七所中学(波士顿公立学校的港湾中学、麦考马克中学、伍德罗·威尔逊中学、刘易斯中学和加文中学；米尔顿公立学校的皮尔斯中学；戴德姆公立学校的戴德姆中学)的教师-同事小组正在调整现有的教学材料，如FOSS工具包，以将对当地分水岭的研究作为中学科学的统一主题。正在从学校操场、学生的后院和参与活动的学校周围的更大社区收集数据。校际信息交流使每所学校的学生能够将他们的情况与更大的图景联系起来，学校社区可以合作，以了解整个分水岭内的情况。强调量化例子和活动，以磨练学生的数学技能，加强现有的数学课程，并展示数学与科学和日常生活的相关性。研究员接受关于教育学、国家和国家框架以及有效课堂管理的暑期教师培训讲习班。然后，每个研究员与一名中学教师一起参加为期一周的暑期环境科学内容研究所，该研究所利用分水岭内的具体例子和实践活动来加强教师和研究员的科学内容知识和概念理解。除了他们的课堂职责外，研究员还被要求参加一门特别开发的课程，即教授环境科学与技术。(测试)，提供持续的教学和内容培训。在学年期间，为所有研究员和教师举办了为期五天的讲习班，以交流信息和经验，并提供额外的内容和教学材料。1学分的春季研讨会是一个基础，让一批研究员将他们的经验和知识传授给下一批研究员。特殊活动，如独木舟之旅、河流清理、波士顿海港巡游和公民科学活动，有助于培养一种跨越城市边界的连接感。WISP将由一名科学教育学教员进行内部评估，并由马萨诸塞州牛顿市的教育发展中心公司进行外部评估。该计划的更广泛的好处将累积到研究员、教师、中学生和相关机构。研究员们正在培养必要的兴趣、技能和承诺，以便在他们的科学生涯中积极参与K-12教育。教师正在获得环境科学内容知识，并提高他们教授科学课程和反思教学实践的能力。中学生对科学和数学有了更深的理解和欣赏。一系列规模、种族和社会经济不同的学区和波士顿马萨诸塞大学正在发展一个专注于共同需求和共享资源的共享学习社区。标题：分水岭-综合科学伙伴关系(WISP)机构：马萨诸塞大学--波士顿PI/共同PI：Robert F.Chen、William E.Robinson、Michael Shiaris、Clara Jennings和Marilyn Decker，合作学区：波士顿公共、米尔顿公共、戴德姆公共基金：3年总计1,497,458美元/年：10名研究生和3-5名本科生年级组：中学设置：市区、郊区学科：地球科学、生物、化学、计算机科学