Ecologists, Educators, and Schools (ECOS) - Partners in GK-12 Education

题目：生态学家，教育家和学校(ECOS) - GK-12教育的合作伙伴机构：蒙大拿大学/ CoPI: Carol Brewer，生物学副教授；丽萨·布兰克，科学教育副教授；保罗·阿拉贝克，副教授，林业；David Oberbillig， Big Sky高中科学教师；Michael Plautz，科学老师，Hellgate中学每年研究员人数：10名研究生，5名本科生生命科学专业学区合作伙伴：米苏拉课程联盟14 W。蒙大拿州地区（邦纳、克林顿、德斯梅特、弗洛伦斯-卡尔顿、弗朗茨敦、海尔盖特小学、洛洛、米苏拉县公立学校、波托马克、西利湖、日落、天鹅谷、靶场、伍德曼）目标受众：K-12生物科学生态学家、教育家和学校（ECOS）——GK-12教育项目的合作伙伴将米苏拉课程联盟的教师和管理人员以及蒙大拿大学生物科学系和林业与保护学院的教师聚集在一起，创建一个全国性的模式，说明K-12级别的真实研究经验如何改善科学的教学和学习。利用校园和附近的开放区域作为室外研究实验室，生态系统小组正在开发与当地生态和保护生物学有关的科学示范项目。在整个学年中，K-12学生和他们的老师与蒙大拿大学的教师、博士后学者、研究生和本科生进行生态学相关研究。智力优势：ECOS计划：1)使所有参与的教师、研究生和本科生遵循教与学研究和国家科学教育标准；2)为K-12教师提供内容丰富、多层次的科学专业发展；3)为K-12学生开发校本、内容丰富的实验室和研究项目；4)支持理科教师、在职教师、研究生和本科生的共同指导网络；5)鼓励发展一个写作社区，在同行评议的期刊和国家会议上传播项目的结果。更广泛的影响：K-12学生正在培养科学的思维和理解方式，一些学区正在引入以“边做边学”为重点的教学实践和探究性教学，其中许多学区包括农村和/或贫困学校，传统上服务不足的学校。这些研究员代表着未来的科学教师，他们将在K-16连续体中成为科学家、数学家、工程师和技术专家以及教育工作者之间的有效联系。正在收集具体的项目指标，以确定有效的机制，以促进方案的可持续性，并促进向蒙大拿州和全国其他地点的转移。最终，ECOS将为如何将研究项目引入K-16课程以加强科学教学的国家模式做出贡献。该项目得到了生物科学理事会的部分支持。

Title: Ecologists, Educators, and Schools (ECOS) - Partners in GK-12 EducationInstitution: University of MontanaPI/ CoPI: Carol Brewer, Associate Professor, Biology; Lisa Blank, Associate Professor, Science Education; Paul Alaback, Associate Professor, Forestry; David Oberbillig, Science Teacher, Big Sky High School; Michael Plautz, Science Teacher, Hellgate Middle SchoolNumber of Fellows per Year: 10 graduate students, 5 undergraduate life science majorsSchool District Partners: Missoula Curriculum Consortium of 14 W. Montana districts (Bonner, Clinton, DeSmet, Florence-Carlton, Frenchtown, Hellgate Elementary, Lolo, Missoula County Public Schools, Potomac, Seeley Lake, Sunset, Swan Valley, Target Range, Woodman)Targeted Audience: K-12 Setting: RuralNSF Disciplines: Biological SciencesThe Ecologists, Educators and Schools (ECOS) - Partners in GK-12 Education Program brings together teachers and administrators in the Missoula Curriculum Consortium and University of Montana faculty from the Division of Biological Sciences and the College of Forestry and Conservation to create a national model of how authentic research experiences at the K-12 level can improve the teaching and learning of science. Using schoolyards and nearby open areas as outdoor research laboratories, ECOS Teams are developing science demonstration projects related to local ecology and conservation biology. Throughout the academic year, K-12 students and their teachers interact with University of Montana faculty, postdoctoral scholars, and graduate and undergraduate students conducting related research in ecology. Intellectual Merit: The ECOS Program: 1) introduces all participating faculty, graduate students, and undergraduates to teaching and learning research and national science education standards; 2) provides content-rich, multi-layered professional development in science for K-12 teachers; 3) develops school-based, content-rich laboratories and research projects for K-12 students; 4) supports a co-mentoring network of science faculty, in-service teachers, and graduate and undergraduate students; and 5) encourages the development of a writing community to disseminate results of the project in peer-reviewed journals and at national meetings.Broader Impact: Scientific ways of thinking and understanding are being fostered in K-12 students and teaching practices focused on "learning by doing" and inquiry instruction are being introduced to a number of school districts, many of which include rural and/or impoverished schools, traditionally underserved schools. The Fellows represent future science faculty who will be effective linkages between scientists, mathematicians, engineers and technologists and educators in the K-16 continuum. Specific project indicators are being collected in order to determine effective mechanisms to promote program sustainability and to facilitate transfer to other sites in Montana and around the country. Ultimately, ECOS will contribute to a national model of how research projects can be introduced into the K-16 curriculum to enhance the teaching and learning of science. This project is receiving partial support from the Directorate for Biological Sciences.