Track 1 GK-12: Enhancing Science Literacy in Southeast Idaho with Community-based Projects and University/K-12 Partnerships

轨道 1 GK-12：通过社区项目和大学/K-12 合作伙伴关系提高爱达荷州东南部的科学素养

• 批准号: 0338184
• 负责人: Rosemary Smith
• 金额: $ 190.08万
• 依托单位: Idaho State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-02-01 至 2008-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0338184&HistoricalAwards=false
• 关键词: Track; GK; 12; Enhancing; Science

Title: Track 1 GK-12: Enhancing Science Literacy in Southeast Idaho with Community-based Projects and University/K-12 Partnerships. Institution: Idaho State University PI/Co-PI: Rosemary J. Smith (PI), co-PI's: Mikle Ellis, Richard Wabrek, Richard Inouye Number of Fellows per Year: 10 Graduate, 5 advanced undergraduate School District Partners: Idaho School Districts #25, 91, 93, and 512. Target Audience of the Project: Grades 5-12. Setting: urban and rural NSF Supported Disciplines Involved: Biological Sciences, Engineering, Technology, Geosciences, Chemistry, and Physical Sciences Narrative Summary: This Track 1 project, based in southeastern Idaho, is a partnership between Idaho State University (ISU), school districts in the region's two major cities (Pocatello and Idaho Falls), and two non-profit organizations (a zoo and museum). Two major employers in the area are also participating in the project, with both technical and monetary assistance. The project has a theme of using relevant, local topics in science, engineering and technology to enhance student interest and performance in the target disciplines. The project is designed to enhance: 1) the ability of scientists and engineers to teach and communicate scientific topics to the public, 2) science and engineering instruction in Idaho schools, and 3) partnerships between ISU, local school districts, informal education venues such as the museum and zoo, and local industry. Project activities include an intensive week-long summer workshop to build strong teacher- scientist partnerships, provide professional development for K-12 teachers, and give Fellows the pedagogical training and the opportunity to work with teachers to develop specific problem- or inquiry-based lessons in keeping with state/national standards. Fellows are selected from: Engineering, Technology, Biology, Chemistry, and Geology. University faculty mentor Fellows with required monthly faculty/fellow/ teacher meetings. An extensive evaluation process measures project outcomes, from impacts on K-12 students, to assessments of Fellow's enhanced communication skills. Intellectual Merit: The project explores the effects of implementing a model scientist-teacher-student partnership in a community transitioning from a traditionally agricultural economy towards a high-tech economy. Activities of Fellows are hypothesized to increase student engagement and performance in STEM, and to improve scientific communication. The theme-based approach, stressing topics of local relevance, was conceived by K-12 teachers and the PIs. This approach incorporates the national science standards for inquiry-based learning, and addresses self-identified needs of the schools, and industries, by incorporating scientists into classroom activities. Fellows and teachers are supported and mentored by ISU faculty, and scientists and engineers in local industries and organizations. Broader Impacts: The project will produce more scientifically literate K-12 students who will be attracted to STEM disciplines and careers. The project will increase the participation of Native American students in STEM (because of the population of the partner schools), provide K-12 teachers with science teaching resources, improve the communication of scientific research results and methods, and strengthen ISU's partnerships with the schools. This project is receiving partial support from the Directorate for Biological Sciences.

标题：轨道1 GK-12：提高科学素养在东南爱达荷州与社区为基础的项目和大学/K-12的伙伴关系。机构：爱达荷州州立大学PI/Co-PI：迷迭香J. Smith（PI），co-PI：Mikle Ellis，Richard Wabrek，Richard Inouye每年研究员人数：10名研究生，5名高级本科生学区合作伙伴：爱达荷州学区#25，91，93和512。计划对象：5-12年级。设定：城市和农村NSF支持的学科涉及：生物科学、工程、技术、地球科学、化学和物理科学叙述性总结：这个轨道1项目，基于爱达荷州东南部，是爱达荷州州立大学（ISU）、该地区两个主要城市（波卡泰洛和爱达荷州福尔斯）的学区和两个非营利组织（一个动物园和一个博物馆）之间的合作项目。 该地区的两个主要雇主也参与了该项目，并提供了技术和资金援助。该项目的一个主题是利用科学、工程和技术方面的相关地方专题，提高学生对目标学科的兴趣和成绩。该项目旨在提高：1）科学家和工程师向公众教授和传播科学主题的能力，2）爱达荷州学校的科学和工程教学，以及3）ISU，当地学区，非正式教育场所（如博物馆和动物园）和当地产业之间的伙伴关系。项目活动包括一个为期一周的密集夏季讲习班，以建立强有力的教师-科学家伙伴关系，为K-12教师提供专业发展，并为研究员提供教学培训和与教师合作的机会，以制定符合州/国家标准的基于具体问题或探究的课程。研究员选自：工程，技术，生物学，化学和地质学。大学教师指导研究员，每月举行教师/研究员/教师会议。广泛的评估过程衡量项目成果，从对K-12学生的影响到对研究员增强的沟通技巧的评估。智力优势：该项目探讨了在从传统农业经济向高科技经济过渡的社区中实施科学家-教师-学生伙伴关系模式的影响。研究员的活动被假设为提高学生在STEM的参与度和表现，并改善科学交流。以主题为基础的方法，强调当地相关的主题，是由K-12教师和PI构思的。这种方法结合了国家科学探究学习标准，并通过将科学家纳入课堂活动来满足学校和行业自我确定的需求。研究员和教师得到ISU教师以及当地行业和组织的科学家和工程师的支持和指导。更广泛的影响：该项目将产生更多的科学素养的K-12学生谁将被吸引到STEM学科和职业。该项目将增加美国原住民学生对STEM的参与（因为伙伴学校的人口），为K-12教师提供科学教学资源，改善科学研究成果和方法的交流，并加强ISU与学校的伙伴关系。该项目得到了生物科学局的部分支持。