Track 2, GK-12 MUSIC: Math Understanding through Science Integrated with Curriculum

MUSIC（通过科学与课程整合的数学理解）是一个学术增强项目，旨在建立和完善现有的GK-12项目，该项目由杜克大学普拉特工程学院与北卡罗来纳州的四所小学和中学合作。该项目的智力价值在于，通过比较实施探究性教学的四种培训/模式，对探究性教学知识库做出了贡献（对比接受过探究性教学培训的教师使用和不使用国家科学基金会资助的课程包，以及使用和不使用经过探究性培训的教学人员对学生成绩和教师探究性教学能力的影响）。该计划的广泛影响包括通过TeachEngineering.com传播该课程。TeachEngineering.com是由美国国家科学基金会资助的一个可搜索的国家数字图书馆，由一群第一批GK-12获得者创建。此外，从北卡罗来纳标准课程到国家标准的映射将使其他州的教师能够有效地使用这些课程计划。前期项目成果：最初的GK-12工程教学研究员计划将GK-12研究员与4个县的7所小学的教师一起，为1,700名学生提供服务。研究员为教师提供帮助和专业知识，帮助他们设计和讲授北卡罗来纳标准课程中描述的科学和工程能力的实践活动；并主持了“科学之夜”、“探索日”和“在杜克赢得一天”的比赛。学校督学、合作学校校长、教师、教职员和奖学金获得者共同为奖学金获得者设计了关于提供适合年级的信息的讲习班。小学教师主持了讲习班。Ybarra博士和研究员们每月为教师们提供关于将科技融入课堂的课程，以获得杜克大学（Duke University）继续教育学分。学生的影响包括在课堂上定期聘用工程教学研究员，提高学生对科学能力的信心，提高学生对体验科学的乐趣的评价，并在课堂测试中证明提高了对科学知识的保留。该项目得到工程局的部分支持。题目：第二部分，GK-12音乐：通过科学与课程相结合的数学理解机构：杜克大学PI/Co-PI: Gary A. Ybarra， Martha Absher和Michael gustafson合作学区：达勒姆县，奥兰治县和奥兰治学校每年研究员人数：6名研究生和12名本科生目标受众：k -8环境：内城城市和农村nsf支持学科：数学，科学，工程和技术

MUSIC (Math Understanding through Science Integrated with Curriculum) is an academic enhancement program designed to build on and refine an existing GK-12 program partnering the Duke University Pratt School of Engineering with four N.C. elementary and middle schools. The intellectual merit of this project lies in its contribution to the inquiry-based instruction knowledge base through comparison of four types of training/models of implementing inquiry-based instruction (contrasting impact of teachers trained in inquiry-based instruction with and without NSF sponsored curriculum kits, and with and without inquiry-trained teaching fellows) on student achievement and teacher competence in inquiry-based instruction. The broader impact of this program includes dissemination of this curriculum through TeachEngineering.com, an NSF-funded searchable national digital library created by a consortium of first-cohort GK-12 recipients. In addition, mappings from the North Carolina Standard Course of Study to the National Standards will enable teachers in other states to use these lesson plans effectively. Results of Prior Project: The initial GK-12 Engineering Teaching Fellows Program placed GK-12 Fellows with teachers in 7 elementary schools in 4 counties and served 1,700 students. Fellows provided assistance and expertise for teachers designing and delivering hands-on activities that teach the science and engineering competencies described in the North Carolina Standard Course of Study; and hosted "Science Nights," Discovery Days," and "Win a Day at Duke" contests. School superintendents, partner school principals, teachers, faculty and the Fellows jointly designed workshops for the Fellows on the delivery of grade appropriate information. Elementary school teachers conducted the workshops. Dr. Ybarra and the Fellows offered teachers monthly sessions, for Duke University Continuing Educational credit, on integrating technology into classrooms. Student impact included an increased confidence in science abilities in classrooms regularly employing Engineering Teaching Fellows, increased student rating of experiencing science as fun, and improved retention of science knowledge as evidenced on classroom tests. This project is receiving partial support from the Directorate for Engineering. Title: Track 2, GK-12 MUSIC: Math Understanding through Science Integrated with Curriculum Institution: Duke University PI/Co-PI: Gary A. Ybarra, Martha Absher, and Michael GustafsonPartner School Districts: Durham County, Orange County and Orange Charter SchoolNumber of Fellows per Year: 6 Graduate and 12 UndergraduateTarget Audience: K-8Setting: Inner City Urban and RuralNSF Supported Disciplines: Math, Science, Engineering and Technology