Partnership for Research Opportunities to Benefit Education

项目标题：研究机会惠及教育(PROBE)机构：新汉普郡大学PI/CO-PI：Karen Graham(PI)，Barbara Hopkins(Co-Pi)，Dawn Meredith(Co-Pi)，Barrett Rock(Co-Pi)，Charles Warren(Co-PI)每年研究员人数：10名研究生和4名本科生校区合作伙伴：贝尔蒙特，达勒姆/李/马德伯里，恩菲尔德/新卡南，富兰克林，戈夫斯敦，米尔福德，纳斯华，朴茨茅斯，雷蒙德，罗切斯特，塞勒姆，默斯沃斯目标受众：高中，9-12年级而且是乡村的。NSF支持的学科包括：生物化学、化学、数学、机械工程、自然资源、物理和植物生物学。新汉普郡大学与新汉普郡的12个学区合作，组成研究生/本科生研究员和带头教师伙伴小组，在高中数学和科学教学中创建探究式教学实践。每个团队由来自合作学区之一的一名首席教师和一名北卡罗来纳大学的毕业生或两名科学、数学和工程[STEM]本科生组成。UNH以学科为基础的教师导师代表研究员和调查小组为资源的整合提供咨询和便利。Probe项目首先由研究员和教师参与为大学预科学生和教师设计的基于UNH的暑期调查计划。今年暑期活动的高潮是一个为期一周的暑期探索研究所，其结构基于国家研究委员会的课堂连续调查。该研究所旨在为研究员和带队教师提供工具，分析他们在暑期探究计划中经历的不同探究模式，然后通过有针对性的高中计划进行阐述。在学年期间，每个探究组与带队教师的伙伴学校合作，实施教学习惯，培养教师和学生的探究行为。这从使用基于探究的课程和真实的科学和数学问题解决经验开始，并发展到将以学生为中心的研究项目作为每个学生科学学习经验的一部分。智力的价值在于为数学和科学的探究和真正的研究开发包容性课程模式。研究生研究员和教师领导进行的关于学生学习的现场研究进一步支持了这一点。更广泛的影响是，作为探索项目的结果，教师和研究员可以将教学实践中的教学变化等同于学生的学习。研究员获得了在交流和教授科学时使用的一整套策略。教师和学校持续获得强大的课程计划和资源，并与大学社区建立了牢固的联系。该项目得到了数学和物理科学局的部分支持。

Project Title: Partnerships for Research Opportunities to Benefit Education (PROBE) Institution: University of New Hampshire PI/CO-PI: Karen Graham (PI), Barbara Hopkins (Co-PI), Dawn Meredith (Co-PI), Barrett Rock (Co-PI), Charles Warren (Co-PI) Number of Fellows Per Year: 10 graduate students and 4 undergraduates School District Partners: Belmont, Durham/Lee/Madbury, Enfield/New Canaan, Franklin, Goffstown, Milford, Nashua, Portsmouth, Raymond, Rochester, Salem, Somersworth Target Audience: High School, grades 9-12 Setting: Urban, suburban, and rural. NSF supported disciplines involved: Biochemistry, Chemistry, Mathematics, Mechanical Engineering, Natural Resources, Physics, and Plant Biology.The University of New Hampshire in collaboration with twelve school districts in New Hampshire form graduate/undergraduate student Fellows and lead teacher partnership teams that are creating inquiry-based instructional practices in high school mathematics and science teaching. Each team consists of a lead teacher from one of the partnership school districts and a UNH graduate or pair of undergraduate students in science, mathematics, and engineering [STEM]. UNH discipline-based faculty mentors counsel and facilitate the marshalling of resources on behalf of the Fellows and PROBE teams. The PROBE project begins with Fellows and teachers participating in established UNH-based summer inquiry programs designed for pre-college students and teachers. This summer activity culminates in a weeklong summer PROBE institute with a structure based on the National Research Council's Enquiry in the Classroom Continuum. The institute is designed to give the Fellows and lead teachers tools for the analyzing different modes of enquiry that they have experienced in the summer inquiry programs and then articulate through the targeted high school programs. During the academic year each PROBE team works with the lead teacher's partner school to implement instructional habits that nurture inquiry behaviors by teachers and students. This begins with the use of inquiry-based lessons and authentic science and mathematics problem solving experiences and develops to include student-centered research projects as a part of each student's science learning experience. The intellectual merit lies in the development of inclusive curriculum models for inquiry and authentic research in mathematics and science. This is further supported with onsite research on student learning conducted by the graduate student Fellows and teacher-leaders. The broader impact is that as a result of the PROBE project teachers and Fellows can equate instructional changes in teaching practice with student learning. Fellows gain a repertoire of strategies to use in communicating and teaching science.. Teachers and schools have sustained access to strong curriculum programs and resources and develop strong ties to the University community. This project is receiving partial support from the Directorate for Mathematical and Physical Sciences.