Missouri Science Teaching and Education Partnerships (MO-STEP)

密苏里州科学教学和教育合作伙伴关系 (MO-STEP)

• 批准号: 0338341
• 负责人: Patricia Parker
• 金额: --
• 依托单位: University of Missouri-Saint Louis
• 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: 2004-07-01 至 2008-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0338341&HistoricalAwards=false
• 关键词: Missouri; Science; Teaching; Education; Partnerships

Title of Project: Missouri Science Teaching and Education Partnerships (MO-STEP) (Track1). Institution: University of Missouri-St. Louis. PI and Co-PIs: Patricia Parker (PI), Charles Granger, Bette Loiselle, Patrick Osborne. Number of fellows per year: Ten graduate fellows, five undergraduate fellows. School District Partners: Florissant-Ferguson, Normandy, Maplewood-Richmond Heights, Pattonville, Wellston. Target audience of the project: Grades 9-12. Setting: Urban. NSF supported disciplines involved: Biology, Science EducationBackground: The Missouri Science Teaching and Education Partnerships (MO-STEP) combines the academic strengths of the Department of Biology, the International Center for Tropical Ecology and the pedagogical background of the Science Education Program at UM-St. Louis in a tightly-coupled collaboration with five urban high schools located near the University and with conservation-focused organizations within St. Louis.Intellectual merit: The intellectual merit of MO-STEP lies in provision of current information and practical, cutting-edge applications that link ecology, conservation biology and molecular genetics. Through close ties with the Missouri Botanical Garden, Saint Louis Zoo, Forest Park Forever and the St. Louis Aquacenter, MO-STEP facilitates opportunities for field trips and summer internships that provide hands-on experience in systematics, ecology and biodiversity conservation. MO-STEP is grounded in two concepts: (1) good teaching requires a sound discipline knowledge base and (2) good teaching strategies are critical to teaching and learning.Broader impacts: MO-STEP facilitates the professional development of a collaborative team of university and high school faculty working to improve science education at grades 9 though 16. Three historic barriers to school-university partnerships are (1) unwillingness of high school faculty to seek information from university faculty; (2) university faculty's lack of understanding of the needs of high school science teachers; and (3) low prestige of science education as career choice in science graduate programs. MO-STEP replaces this culture with close professional associations that encourage long-term partnerships. Strong support of high school science instruction encourages high school faculty to continue the collaborative relationship while expanding graduate career opportunities. The Biology Graduate Program at the University of Missouri-St. Louis has successfully recruited students from diverse cultural backgrounds and the program is well positioned to increase participation of under-represented groups. The schools targeted for participation include a high percentage of students from groups currently underrepresented in STEM fields This project is receiving partial support from the Directorate for Biological Sciences.

项目名称：密苏里州科学教学和教育伙伴关系（MO-STEP）（轨道1）。研究机构：密苏里大学圣路易斯分校。PI和Co-PI：Patricia帕克（PI）、Charles格兰杰、Bette Loiselle、帕特里克奥斯本。每年研究员人数：10名研究生研究员，5名本科生研究员。学区合作伙伴：佛罗里达州弗格森，诺曼底，枫林里士满高地，巴顿维尔，韦尔斯顿。该项目的目标受众：9-12年级。背景：城市。NSF支持的学科涉及：生物学，科学教育背景：密苏里州科学教学和教育伙伴关系（MO-STEP）结合了生物系的学术优势，国际热带生态中心和科学教育计划的教学背景在UM-圣路易斯与位于大学附近的五所城市高中紧密合作，并与保护-学术价值：MO-STEP的学术价值在于提供当前的信息和实际的，前沿的应用，将生态学，保护生物学和分子遗传学联系起来。 通过与密苏里州植物园、圣刘易斯动物园、永远的森林公园和圣路易斯水族中心的密切联系，MO-STEP为实地考察和暑期实习提供了机会，提供了系统学、生态学和生物多样性保护方面的实践经验。 MO-STEP基于两个概念：（1）良好的教学需要良好的学科知识基础;（2）良好的教学策略对教与学至关重要。更广泛的影响：MO-STEP促进了大学和高中教师合作团队的专业发展，致力于改善9至16年级的科学教育。 三个历史性的障碍，以学校-大学的合作伙伴关系是（1）高中教师不愿意寻求信息从大学教师;（2）大学教师的缺乏了解的需要，高中科学教师;（3）低声望的科学教育作为职业选择在科学研究生课程。 MO-STEP用密切的专业协会取代这种文化，鼓励长期的合作伙伴关系。 高中科学教学的大力支持鼓励高中教师继续合作关系，同时扩大毕业生的职业机会。 密苏里大学圣路易斯分校的生物学研究生课程成功地招募了来自不同文化背景的学生，该课程非常适合增加代表性不足群体的参与。目标参与的学校包括来自目前在STEM领域代表性不足的群体的高比例学生。