PRISMS- Phenomena and Representations for the Instruction of Science in Middle Schools

缅因州数学与科学联盟（MMSA）正在与美国科学促进会2061计划合作，系统地识别和描述基于网络的现象和表征，以确定它们是否符合州和国家的内容标准，并根据认知研究提供信息，并可能提高中学科学教学的质量。这些资源被整合成一个名为PRISMS（中学科学教学现象与表现）的集合，旨在通过数字图书馆增加高质量的K-12科学教育内容的数量。利用“2061计划”的教材分析程序，PI及其同事与中学教师合作，分析了与科学基准相关的大约1000个科学、数学和技术项目，以确定它们与中学年级内容标准的一致性，以及它们对教师的教学支持的质量。prism集合提供了在线提供的对齐项目的指针，以及对其教学效果的丰富描述和评估。prism还包括教师准备的注释，详细说明使用该现象或表征的课堂经验，建议修改以使项目更有效，以及指导其教学使用的问题。随着时间的推移，教师在资源的有用性方面的额外投入将使该集合更加丰富。美国国家科学基金会数学和物理科学理事会（MPS）的多学科活动办公室和刺激竞争性研究实验计划（EPSCoR）都为该项目提供了重要的共同资金，以表彰这项工作在推进MPS和EPSCoR更大的教育目标方面的价值。

The Maine Mathematics and Science Alliance (MMSA) is working with AAAS Project 2061 to systematically identify and describe web-based phenomena and representations to determine whether they are aligned with state and national content standards, informed by cognitive research, and likely to improve the quality of middle school science instruction. The resources are being assembled into a collection called PRISMS (Phenomena and Representations for the Instruction of Science in Middle Schools), designed to increase the amount of quality K-12 science educational content accessible through digital libraries. Using Project 2061's curriculum-materials analysis procedure, the PI and colleagues are working with middle school teachers to analyze approximately 1,000 science and mathematics and technology items connected to science benchmarks, for their alignment to middle grades content standards and for the quality of their instructional support for teachers. The PRISMS collection provides pointers to aligned items available online, along with rich descriptions and assessements of their instructional effectiveness. PRISMS also includes teacher-prepared annotations detailing classroom experiences with using the phenomenon or representation, suggested modifications to make the item more effective, and questions that can guide its instructional use. The collection expects to be enriched over time by additional teacher input on the usefulness of the resources. Both the Office of Multidisciplinary Activities in the NSF Directorate for Mathematical and Physical Sciences (MPS) and the Experimental Program to Stimulate Competitive Research (EPSCoR) are providing significant co-funding of this project in recognition of the value of this work in advancing the larger educational goals of MPS and EPSCoR.