Strategies: Community Science Investigators

社区科学调查员（CSI）是一个ITEST战略项目，汇集了密苏里州植物园和马萨诸塞州理工学院，为360名中学青年和36名教师在校外提供为期一年的以职业为重点的技术经验。通过CSI，来自圣路易斯和波士顿的参与者将学习应用地理空间，模拟和通信技术，因为他们解决环境和保护相关的问题。CSI是建立在一个为期一年的计划，其中有三个阶段：学生？参与模拟游戏，学生们？利用地理信息系统（GIS）软件调查环境问题，最后学生？参与基于技术的服务学习项目。第一阶段的中心是什么？增强现实？(AR)模拟游戏在这些游戏中，学生将在具有地理空间功能的手持计算机的帮助下在他们社区的一个区域中导航，并在航拍照片上显示他们的实时位置。每个AR游戏都要求学生调查现实生活中的科学挑战。在整个游戏中，学生整合信息，并根据证据进行论证。这整个过程是在一个干专业承担的角色。在模拟的经验后，学生将调查真实的社区环境问题的地理信息系统（GIS）软件和相关资源的帮助下，如遥感图像。两个核心项目领域，水质研究和入侵物种的管理，将指导学生？使用增强现实游戏和地理空间工具。 从那里开始，CSI小组将被指导扩展这些研究或分支到新的调查领域。在他们不断增长的兴趣和能力的基础上，学生（和他们的老师作为导师）将通过服务学习项目应用他们的技术技能和提高对环境科学内容的理解。这些项目应该为学生提供获得技术技能的机会，并激励他们在STEM领域进一步学习。在项目的最后阶段，学生将创建原创的增强现实游戏，以整合他们不断发展的科学和技术能力。CSI的学生工作将得到学校教师的支持，他们每个人都将参加124小时的专业发展经验，重点是青年辅导STEM职业，维持学生的探究，并使用先进的技术工具。

Community Science Investigators (CSI) is an ITEST Strategies project that brings together the Missouri Botanical Garden and the Massachusetts Institute of Technology in offering year-long, career-focused technology experiences for 360 middle school youth and 36 teachers in an out-of-school setting. Through CSI, participants from St. Louis and Boston will learn to apply geospatial, simulation, and communication technologies as they address environmental and conservation-related issues. CSI is built on a year-long program which has three phases: students? engagement in the simulation games, students? investigation of environmental issues using geographic information system (GIS) software and finally students? involvement in technology based service learning projects. The first phase centers on ?augmented reality? (AR) simulation games. In these games, students will navigate an area in their community with the help of a geospatially-enabled handheld computer, with their real-time location shown on an aerial photograph. Each AR game challenges students to investigate a real-life scientific challenge. Throughout the game, students integrate information, and develop an argument based on evidence. This entire process is undertaken in the assumed role of a STEM professional. After the experience in simulation, students will investigate authentic community environmental issues with the help of geographic information system (GIS) software and related resources, such as remote sensing imagery. Two core project domains, water quality studies and management of invasive species, will guide students? work using the augmented reality games and the geospatial tools. From there, CSI teams will be guided to either extend these studies or branch out into new areas of inquiry. Building on their growing interest and competence, students (and their teachers as mentors) will apply their technology skills and improved content understanding in environmental sciences through service-learning projects. These projects are supposed to provide opportunities for students to acquire technological skills, and motivation for further study in STEM fields. In the final phase of the project students will create original augmented reality games to integrate their developing scientific and technological competence. The student work in CSI will be supported by teachers from their schools, each of whom will participate in a 124-hour professional development experience focusing on youth mentoring for STEM careers, sustaining student inquiry, and using advanced technological tools.