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

项目摘要项目标题：PRISM项目：加强科学和数学教育机构：伊利诺伊州立大学PI/Co-PI：Cynthia Moore/Jennifer Grogg/William Hunter/Michael Plantholt每年研究员数量：10名毕业生，4名本科生校区合作伙伴：布卢明顿区87，麦克莱恩县单位学区#5(师范市)，格里德利#10，切诺亚市#9目标受众：6-12年级设置：农村和郊区NSF支持的学科：生物，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。该项目将研究和教学结合起来，解决了初中生的科学素养、公平以及对科学和数学的态度等问题。其目标是通过创建一个连接所有参与者的学习网络，增加科学、数学和技术教育信息的流动。研究生和课堂教师组成以学校为基础的团队，确定和满足科学、数学和技术需求。这一Track 2项目引入的新内容包括：增加本科生研究员，与当地企业和机构建立伙伴关系，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与教育目标相关的系统研究。其他纵向研究将审查该项目对各级参与者的影响。该项目正在通过奖学金的机构资助，在该大学系统地转变为一个自给自足的实体，这样在五年的53名研究生研究员中，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，并促进长期合作伙伴关系。除了将最新的科学和数学融入初中和高中的课堂活动之外，PRISM还在创建一批新的科学和数学专业人员(前研究员)，他们接受了中学科学教育的需求的教育和敏感化，并为这些(和其他)学生提供了探索其专业研究领域与公共教育和兴趣之间的关系的正式机会。研究员们正在就他们的工作与他们的学科和整个社会的相关性形成更广泛的看法。该项目还让科学和数学教师了解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。广泛影响：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以及帮助学生在高中和大学之间顺利过渡至关重要。记录研究生在K-12课堂上可以扮演的角色的研究将发表在同行评议的期刊上。该项目鼓励代表人数不足的少数群体参与，包括扩展到皮奥里亚学校，以及参与选定研究员的多样性。第一轨道的结果：对研究员、教师和高中生有具体的好处。参加者参与持续的校本合作，以发展和介绍课程优化单位，强调以探究为本的活动。对该项目的持续形成性评估证实，研究员和教师在每个学校地点都成功地以小组形式开展工作。研究人员从一个教室学习课程，并定期在其他学校成功讲授这些课程。该项目的所有参与者之间都进行了重要的互动。学员们对他们在课堂上的体验非常热情，老师们也发现这种互动是有益的。对学生进行的调查表明，亲身实践活动可以增强学生对信息的长期记忆。正在分析研究员和教师的专业成长，并将其纳入手稿以供出版。其中第一本，《学校-大学合作项目中研究生教学人员反思实践的内容和性质的探索》，Mumba F.，Chabalengula，V.M.，Moore，C.J.，Grogg，J.和Hunter，W.J.F.，已被《化学教育家》接受出版。该项目得到了生物科学局的部分支持。

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.