Track 1, GK-12: Improving STEM content for K-6 grades in coastal rural schools in Oregon

项目名称：轨道1，GK-12：改善俄勒冈州沿海农村学校K-6年级的STEM内容。机构：俄勒冈大学俄勒冈州海洋生物研究所PI/Co-PI：Alan Shanks和Janet Hodder博士每年研究员人数：9名研究生研究员，2名本科生研究员学区合作伙伴：库斯湾和北弯曲学区项目的目标受众：K-6年级设置：农村沿海地区，社会经济地位低NSF支持的企业涉及：科学和数学，自然资源本提案将为两个农村学区提供支持，以应对俄勒冈州基于标准的科学和数学教育改革的挑战。在已经与学区合作开发的基础上，我们将永久性地加强这些地区的科学、技术、工程和数学（STEM）教育。我们将使用海洋生物学（OIMB）研究生和本科GK-12研究员的俄勒冈州研究所提供有针对性的指导小学生（等级K-6），并在干内容的教师专业发展。STEM教育将通过利用和建立在加州伯克利大学开发的海洋活动，资源和教育（MARE）课程的海洋和水生科学的介绍得到加强。这项建议的智力价值包括我们的目标是永久提高教师对科学内容的理解，以及他们使用探究和科学方法来教授STEM科目。暑期讲习班将使学员熟悉MARE课程，并为K-6课程的教学提供实用的教学知识，以及对俄勒冈州标准体系的理解。将在每个学区培养一名MARE首席教师干部，担任研究员的导师，并支持该地区的其他教师。这些教师将参加为研究员举办的夏季“培训”讲习班。为额外教师举办的第二系列暑期研究所将加强研究员和教师之间的工作伙伴关系，并提高教师的科学知识和科学探究。为了实现后一个目标，暑期学院的教师将在库斯湾的海洋栖息地设计和开展科学调查。他们将设计调查，收集和分析数据，并准备适当的工作样本，以评估调查。 研究员将每周与GK-12协调员和OIMB教师会面，讨论项目实施和方向，并提供额外培训的机会。他们还将定期与GK-12协调员和每所学校的带队教师会面，以评估进展情况。采用定性和定量分析技术的“面向决策”评估将为参与者提供形成性评估，以促进决策，并将用于分析项目数据和得出总结性结论。该项目的更广泛影响包括发展更持久的大学/K-12关系; GK-12研究员的教学，沟通和团队建设技能的发展;研究员获得K-12教学社区的知识和经验的机会;以及与教师，研究员和教师形成工作伙伴关系。教师和他们的学生将获得许多好处，包括最新的科学信息，通过基于探究的调查获得真实的科学经验，以及接触工作科学家。此外，所有参与者都将加强与他们所生活的社区的联系。 该项目部分得到地球科学局的资金支持。

Title of Project: Track 1, GK-12: Improving STEM content for K-6 grades in coastal rural schools in Oregon.Institution: Oregon Institute of Marine Biology, University of OregonPI/Co-PI: Drs. Alan Shanks and Janet HodderNumber of Fellows per year: 9 graduate fellows, 2 undergraduate fellowsSchool District Partners: Coos Bay and North Bend School DistrictsTarget Audience of the Project: K-6th gradeSetting: Rural Coastal, low socioeconomic statusNSF Supported Disciplines Involved: Science and Mathematics, Natural ResourcesThis proposal will provide support to two rural school districts in meeting the challenges of the Oregon standards based education reform in science and math. By building on a partnership we have already developed with the school districts we will permanently enhance Science, Technology, Engineering, and Mathematics (STEM) education in these districts. We will use Oregon Institute of Marine Biology (OIMB) graduate and undergraduate GK-12 Fellows to provide targeted instruction to elementary students (grades K-6), and professional development to teachers in STEM content. STEM education will be enhanced through the presentation of marine and aquatic sciences utilizing and building upon the Marine Activities, Resources, and Education (MARE) curriculum developed at the University of California Berkeley. The intellectual merit of this proposal includes our goal to permanently improve teacher's understanding of science content, and their use of inquiry and the scientific method to teach STEM subjects. Summer workshops will familiarize Fellows with the MARE curriculum and provide practical pedagogic knowledge for teaching in K-6 classes, and an understanding of the Oregon based standards system. A MARE Lead Teacher cadre will be developed in each school district that will act as mentors for the fellows and as support for other teachers in the district. These teachers will participate in summer "training" workshops for the Fellows. A second series of summer institutes for additional teachers will strengthen the working partnership between fellows and teachers, and improve the teacher's knowledge of science and scientific inquiry. To accomplish the later goal, teachers in the summer institutes will design and carry out scientific inquiries in the marine habitats of Coos Bay. They will design investigations, collect and analyze data, and prepare a work sample appropriate for assessing the investigation. Fellows will meet weekly with the GK-12 coordinator and OIMB faculty to discuss project implementation and direction and provide opportunities for additional training. They will also meet regularly with the GK-12 Coordinator and Lead Teachers from each school to assess progress. A "decision-oriented" evaluation using both qualitative and quantitative analytic techniques will provide participants with formative evaluations to facilitate decision-making and will be used to analyze project data and draw summative conclusions.The broader impact of this project includes the development of a more permanent University/K-12 relationship; the development of teaching, communication, and team-building skills by the GK-12 Fellows; the opportunity for Fellows to gain knowledge and experience of the K-12 teaching community; and the formation of working partnerships with faculty, Fellows, and teachers. Teachers and their students will accrue a number of benefits including up to date scientific information, experiences with real science via inquiry-based investigations, and exposure to working scientists. In addition all participants will strengthen their connection with the community in which they live. This project is partially supported by funds from the Directorate for Geosciences.