Graduate and Undergraduate Students Enhancing Science and Technology in k-12 schools (II)

A.项目摘要项目名称：研究生和本科生在K-12学校加强科学和技术（II）： GUEST K-12 （II）机构：波多黎各大学马亚圭斯校区pi /Co-PI：胡安·洛佩兹-加里加，路易萨·吉勒马德，赫尔南·桑托斯，达拉斯·奥尔斯顿，何塞·科尔特斯-菲格罗每年研究员人数：12名研究员/年（10名研究生/2名本科生）。每年服务教师（班）数：40名教师/年暑期工作坊，100个班级访问/年。合作伙伴：波多黎各教育部（10个教育区）项目目标受众（k-12年级）：小学、初中和高中（各占33%）。环境：城市、郊区和农村国家科学基金会支持的学科涉及：化学、生物学、地球科学、数学、物理、社会科学和工程学。我们社会的近期、中期和长期未来取决于我们社会成员的好奇心、想象力、多样性、效率和学习能力的发展。数学、科学和工程，与对全球感知和沟通技巧的理解有关，是我们的学生必须发展和转移的基本要素，以进一步加强我们的社会。第二部分：研究生和本科生加强K-12学校的科学和技术（II）： GUEST K-12 （II）继续将GLOBE（全球学习和观察以造福环境）计划和CBL（基于计算器的实验室）技术与科学测量相结合，作为提高研究员，K-12教师和学生的科学知识和沟通技巧的手段。通常情况下，每年夏天，研究员每天5天，每天8小时，培训40名教师，学习GLOBE协议和CBL。这些研讨会将研究员与教师联系起来，使他们更有效地一起工作，并建立积极的专业关系。经过培训，研究员；1)每周对学校进行随访，2)主持每周六的教师随访讲习班，3)组织和参加教师对upm设施的访问。到第三年，这个第二轨道的倡议将通过创建一个永久的GLOBE和CBL实习课程作为大学研究生课程的一个组成部分，使GK-12战略制度化。GUEST K-12 （II）项目将与其他K-12项目密切互动，在不同的研究员、学校、教师和学生之间建立STEM活动的重要交流。该项目的智力价值在于：(1)创建一个综合模型，帮助研究生适应当前科学、技术和沟通技巧方面的课程策略，作为研究生教育的一部分；(2)新一代研究生将科学探究作为教学工具，并将其传递给K-12教师和学生；(3)学员获得额外的沟通技巧，以便在更短的时间内获得事业、社会成就和成功。拟议项目的更广泛影响包括：(1)计划的制度化；(2)与研究生、K-12教师、学生和其他GK-12活动互动的协同教/学过程效应；(3)基于GLOBE和CBL技术的说明性模型，通过交换研究员、使用电话会议和其他互动技术，可转移到全国的K-12学校。该项目由数学和物理科学理事会提供部分资金支持。

A. Project Summary Title of the Project: Graduate and Undergraduate Students Enhancing Science and Technology in K-12 Schools (II): GUEST K-12 (II)Institution: University of Puerto Rico Mayaguez CampusPI/Co-PI: Juan Lopez-Garriga, Luisa Guillemard, Hernan Santos, Dalas Alston, Jose Cortes-FigueroaNumber of Fellows per year: 12 Fellows/year (10 graduates/2 undergraduates).Number of teachers (classes) served per year: 40 teachers per year in summer workshops and 100 classes visits/year.School District Partners: Puerto Rico Department of Education (10 Educational Districts)Target audience of the project (k-12 grade-band): Elementary, Intermediate and high schools (ca. 33% each).Setting: Urban, suburban and ruralNSF supported disciplines involved: Chemistry, Biology, Geosciences, Mathematics, Physics, Social Sciences, and EngineeringThe near, mid, and long-term future of our society depends on the development of the curiosity, imagination, diversity, efficiency, and learning of our societies members. Mathematics, science, and engineering, tied to the understanding of global perception and communication skills, are essential elements that our students must develop and transfer to further strength our society. Track II of Graduate and Undergraduate Students Enhancing Science and Technology in K-12 Schools (II): GUEST K-12 (II) continues to integrate GLOBE (Global Learning and Observation to Benefit the Environment) program and CBL (Calculator Based Laboratory) technology with scientific measurements as a means of enhancing science knowledge and communication skills of fellows, K-12 teachers and students. Typically fellows train 40 teachers during five, 8-hour days, each summer, in GLOBE protocols and CBL. These workshops link fellows with teachers so they work together more efficiently and develop a positive professional relationship. After the training, fellow; 1) make follow-up visits each week to schools, 2) lead Saturday follow-up workshops for teachers, 3) organize and attend visits of teachers to the UPRM facilities. This Track II initiative, by the third year, will institutionalize the GK-12 strategy by creating a permanent GLOBE and CBL Practicum course as an integrated element of the university graduate program. The GUEST K-12 (II) program will strongly interact with other GK-12 initiatives creating a significant interchange in STEM activities among diverse fellows, schools, teachers, and students. The intellectual merit of the project resides in: (1) the creation of an integrative model that helps graduate students adapt current curriculum strategies in science, technology, and communication skills as part of their graduate education; (2) new generations of graduate students using and transferring science inquiry as teaching tools to K-12 teachers and students; and (3) fellows acquiring additional communication skills to attain their careers, social achievement, and success in less time. The broader impacts of the proposed project include: (1) the institutionalization of the program; (2) synergistic teaching/learning process effect of the interaction with graduate fellows, K-12 teachers, students, and other GK-12 initiatives; and (3) an expository model, based on GLOBE and CBL technology, transferable to the K-12 schools of the Nation by the interchange of fellows, and the use of teleconferencing, and other interactive technologies. This project is partially supported by funds from the Directorate for Mathematics and the Physical Sciences.