Track 2, GK-12 The PRISM Project: Enhancing Science and Math Education

第 2 轨，GK-12 棱镜项目：加强科学和数学教育

• 批准号: 0338188
• 负责人: Cynthia Moore
• 金额: $ 199.99万
• 依托单位: Board of Trustees of Illinois 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: 2004-03-01 至 2011-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0338188&HistoricalAwards=false
• 关键词: Track; GK; 12; PRISM; Project

PROJECT SUMMARYTitle of Project: The PRISM Project: Enhancing Science and Math EducationInstitution: Illinois State UniversityPI/Co-PI: Cynthia Moore/Jennifer Grogg/William Hunter/Michael PlantholtNumber of Fellows per year: 10 graduate, 4 undergraduateSchool District Partners: Bloomington District 87, McLean County Unit School District #5(City of Normal), Gridley CUSD #10, Chenoa CUSD #9Target audience: Grades 6-12Setting: Rural and suburbanNSF supported disciplines: Biology, Chemistry, MathematicsThe Illinois State University PRISM (Partnerships for Research in Science and MathEducation) Project trains and supports graduate students in science and mathematics toprovide resources for middle and high school students and teachers. The project integrates research and teaching, and addresses issues of scientific literacy, equity, and attitudes toward science and math among middle and high school students. The goal is to increase the flow of science, math, and technology education information, by creating a learning web connecting all participants. Graduate Fellows and classroom teachers form school-based teams that identify and address science, mathematics, and technology needs. New elements introduced in this track 2 project include the addition of: undergraduate Fellows, partnerships with local businesses and agencies to provide scientific work experiences for teachers and Fellows, and emphasis on the application of teacher-initiated action research to document the classroom success of PRISM Project activities. Action research is the systematic study of classroom practices as they relate to educational objectives. Additional longitudinal research will examine the effects of the project on participants at all levels. The project is being systematically shifted into a self-sustaining entity at the university through institutional funding of Fellowships so that of the five year total of 53 graduate Fellows, at least 22 will have been supported by Illinois State University.Intellectual Merit: Both Fellows and K-12 teachers participate in professional development activities that ensure the presentation of up-to-date content information in classrooms and promote long term partnerships. In addition to incorporating up-to-date science and mathematics into middle and high school classroom activities, PRISM is creating a new cohort of science and mathematics professionals (former Fellows) who are educated about and sensitized to the needs of secondary science education, and providing formal opportunities for these (and other) students to explore the relationships between their specialized research fields and public education and interests. The Fellows are developing a broader view of the relevance of their work to both their disciplines and society at large. The project also informs science and mathematics faculty about the processes of science and mathematics education and provides mechanisms for them to contribute effectively to K-12 education.Broader Impact: The PRISM Project is exploring and evaluating, and will disseminate, successful mechanisms to create improved partnerships between universities and K-12 schools. Successful models of effective partnerships between universities and K-12 schools are essential to improve general science and mathematics literacy, and to help students make a smooth transition between high school and university studies. Studies documenting the roles that graduate students can play in K-12 classrooms will be published in peer-reviewed journals. The project encourages participation by underrepresented minorities, both in our expansion into the Peoria schools, and in the diversity of selected Fellows.Results from Track 1: There have been concrete benefits to Fellows, teachers, and high school students. Participants are involved in on-going school-based collaborations to develop and present curriculum enhancement units, emphasizing inquiry-based activities. Continuous formative evaluation of the project confirms that Fellows and teachers are successfully working in teams at each school site. Fellows are taking lessons from one classroom and successfully presenting them in additional schools on a regular basis. There have been significant interactions among all participants in the project. Fellows are highly enthusiastic about their experiences in classrooms, and teachers find the interactions beneficial. Surveys administered to students suggest that long term retention of information is enhanced by hands-on activities. Professional growth of both Fellows and teachers is being analyzed and incorporated into manuscripts for publication. The first of these, An Exploration of the Content and Nature of Reflective Practices of Graduate Teaching Fellows in a School-University Partnership Project., Mumba F., Chabalengula, V. M., Moore, C.J., Grogg, J., and Hunter, W. J. F., has been accepted for publication in The Chemical Educator. This project is receiving partial support from the Directorate for Biological Sciences.

项目概述项目名称：PRISM项目：加强科学和数学教育机构：伊利诺伊州立大学项目负责人/共同负责人：辛西娅·摩尔/詹妮弗·格罗格/威廉·亨特/迈克尔·普兰索尔每年研究员人数：10名研究生，4名本科生学区合作伙伴：布卢明顿87区，麦克林县单元学区#5（师范市），格里德利CUSD #10，奇诺阿CUSD #9目标受众：6-12年级设置：农村和郊区国家科学基金会支持的学科：生物学，化学，数学伊利诺伊州立大学PRISM（科学与数学教育研究伙伴关系）项目培训和支持科学和数学研究生，为初高中学生和教师提供资源。该项目将研究与教学相结合，旨在解决初高中学生的科学素养、公平以及对科学和数学的态度等问题。目标是通过创建一个连接所有参与者的学习网络来增加科学、数学和技术教育信息的流动。研究生研究员和任课教师组成以学校为基础的团队，确定并解决科学、数学和技术的需求。第二阶段项目引入的新元素包括：增加本科生研究员，与当地企业和机构合作，为教师和研究员提供科学工作经验，并强调应用教师发起的行动研究来记录PRISM项目活动的课堂成功。行动研究是对课堂实践的系统研究，因为它们与教育目标有关。进一步的纵向研究将检查该项目对各级参与者的影响。通过奖学金的机构资助，该项目正在系统地转变为大学内一个自我维持的实体，因此，在五年内总共53名研究生奖学金中，至少有22名将得到伊利诺伊州立大学的支持。智力优势：研究员和K-12教师都参与专业发展活动，确保在课堂上展示最新的内容信息，并促进长期合作关系。除了将最新的科学和数学纳入初中和高中课堂活动之外，PRISM正在培养一批新的科学和数学专业人员（前研究员），他们接受有关中等科学教育需求的教育并对其敏感，并为这些（和其他）学生提供正式的机会，探索他们的专业研究领域与公共教育和兴趣之间的关系。研究员们正在发展一个更广泛的观点，即他们的工作与他们的学科和整个社会的相关性。该项目还向科学和数学教师介绍科学和数学教育的过程，并为他们有效地为K-12教育做出贡献提供机制。更广泛的影响：PRISM项目正在探索和评估，并将传播成功的机制，以改善大学和K-12学校之间的伙伴关系。大学和K-12学校之间有效伙伴关系的成功模式对于提高普通科学和数学素养，并帮助学生顺利从高中学习过渡到大学学习至关重要。记录研究生在K-12课堂中可以扮演的角色的研究将发表在同行评议的期刊上。该项目鼓励未被充分代表的少数族裔参与，既包括我们向皮奥里亚学校的扩张，也包括入选研究员的多样性。第一阶段的结果：研究员、教师和高中生得到了具体的好处。参与者参与正在进行的以学校为基础的合作，以开发和展示课程增强单元，强调以探究为基础的活动。对项目进行持续的形成性评估，确认研究员和教师在每个学校都成功地进行了团队合作。学员们从一间教室学习课程，并定期在其他学校成功授课。项目的所有参与者之间都有重要的互动。学生们对他们在课堂上的经历非常热情，老师们也发现这种互动是有益的。对学生进行的调查表明，实践活动可以增强对信息的长期记忆。正在分析研究员和教师的专业成长情况，并将其编入手稿以供出版。第一篇，《校校合作项目研究生助教反思性实践的内容与性质探讨》。， Mumba F., Chabalengula， V. M., Moore, c.j., Grogg， J.和Hunter， W. J. F.已被《化学教育家》接受发表。该项目得到了生物科学理事会的部分支持。