Track 2: GK-12. GeoKids LINKS in Philadelphia: Continuing a University, Museum, Elementary School Collaboration in Science

这份Track 2提案建立在GeoKids LINKS的成功成果的基础上，GeoKids LINKS是圣约瑟夫斯大学和瓦格纳自由科学研究所(一家自然科学博物馆)的教职员工和学生共同参与的合作项目。合作伙伴正在与费城学区的K-6学校合作，开发和实施以地点为基础的主题生命科学单元，其中包括动手活动，激发学生的探究，并包括大量的阅读和写作。研究员是更好的沟通者，更了解一般的教育方法，特别是城市小学儿童和教师面临的问题。根据一项在全国范围内实施的标准化测试，与同一所学校没有安装GeoKids的学生相比，安装了GeoKids的小学生在第一年的阅读、数学和科学方面的进步更大。他们的老师报告说，学生们对科学和学习的兴趣总体上有所增加，而阅读远远低于年级水平的孩子似乎特别有动力。教师们报告说，他们增加了对科学内容的了解，并对教授科学感到满意。四名教师与GK-12教职员工一起参与了暑期研究。拟议活动的其他智力价值包括进一步发展协作和课程，将其作为与生活在贫困中的成绩不佳的城市儿童一起工作的模式。使用未来小学教师的服务学习学生的拟议扩展，以及将GeoKids课程纳入费城学区课程框架的可能性，都具有更广泛的影响。此外，通过两年不断增加的教学和课程开发责任，为研究生提供认真的指导制度，这可能是一项重要成果。圣约瑟夫大学大力支持建立GeoKids LINKS基础设施；34个研究生奖学金年中的10个和16个本科生奖学金年度中的12个将由澳门大学通过转换研究生院助学金提供资金。有研究员的教职员工得到大学的暑期津贴支持，研究员可以获得研究和参加会议的资金。GeoKids还有资格通过瓦格纳有资格获得的州教育改善税收抵免计划获得企业捐赠。该项目得到了地球科学理事会的部分支持。

This Track 2 proposal builds on successful outcomes from GeoKids LINKS, a collaboration bringing together faculty and students from Saint Josephs University and the Wagner Free Institute of Science, a natural science museum. The partners are collaborating with K-6 schools in the School District of Philadelphia to develop and implement place-based thematic life science units that incorporate hands-on activities, stimulate student inquiry and include considerable reading and writing. Fellows are better communicators, more knowledgeable about methods of education in general, and about issues facing urban elementary children and teachers in particular. Elementary students who had GeoKids improved more over the first year in reading, math, and science, compared with students in the same schools who did not have GeoKids, based on a standardized test administered nationwide. Their teachers report that the students have an increased interest in science and in learning in general, and children reading far below grade level seem to be especially motivated. Teachers report increased knowledge of science content and comfort with teaching science. Four teachers became involved in summer research with GK-12 faculty and Fellows. Additional intellectual merit of proposed activities includes further development of the collaboration and the curriculum as a model that works with underachieving urban children living in poverty. The proposed expansion using Service Learning students who are also future elementary school teachers, and the potential for integrating GeoKids curriculum into the curriculum frameworks of the School District of Philadelphia speak to broader implications. In addition, documentation of a careful mentoring system for graduate Fellows through two years of increasing responsibility for teaching and curriculum development may be an important outcome. There is strong support for building GeoKids LINKS infrastructure at Saint Joseph's University; 10 of the 34 graduate Fellowship years and 12 of the 16 undergraduate Fellowships will be funded by SJU through conversion of Graduate School assistantships. Faculty with Fellows are supported by the University with summer stipends, and Fellows have access to funds for research and travel to meetings. GeoKids also qualifies for corporate donations through a state education improvement tax credit program for which the Wagner is eligible.This project is receiving partial support from the Directorate for Geosciences.