Learning Science as Inquiry with the Urban Advantage: Formal-Informal Collaborations to Increase Science Literacy and Student Learning

学习科学作为城市优势的探究：通过正式-非正式合作提高科学素养和学生学习

• 批准号: 0918560
• 负责人: James Short
• 金额: $ 250万
• 依托单位: American Museum Natural History
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-01 至 2014-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0918560&HistoricalAwards=false
• 关键词: Learning; Science; Inquiry; Urban; Advantage

The American Museum of Natural History (AMNH) and Michigan State University are conducting a research and development project based on the hypothesis that learners must have access to the real work of scientists if they are to learn both about the nature of science and to do inquiry themselves. It explores the question "How can informal science education institutions best design resources to support teachers, school administrators, and families in the teaching and learning of students to conduct scientific investigations and better understand the nature of science?" The project is a middle school science initiative involving informal science education institutions that provide professional development for teachers and hands-on learning for students. The major science topic is the invasion of the Hudson River system by zebra mussels using data sets provided by the Cary InstituteThe project goals are to: (1) Refine a model that uses an informal education institution to generate a productive overlap of leaning opportunities for students, parents, teachers, and administrators; (2) Develop and field test complementary resources that use teaching cases for exploring secondary research and data analysis as vehicles for providing different audiences opportunities to do inquiry and to lean about scientific inquiry, the impact of invasive species on fresh water ecosystems, and the work of scientists; (3) Study the model to extract more general knowledge and design principles that allow others to pursue similar approaches; (4) Disseminate the model, resources, and research to others.The project will investigate the following research questions: (1) How do professional development opportunities shape teacher and administrator understanding of scientific work and inquiry and freshwater ecosystems?; (2) How do teachers, parents, and administrators use resources to further their own learning and that of students?; and (3) How do informal institutions' resources and methods support teachers' practices and student learning? Researchers from Michigan State University will carry out the research using both qualitative and quantitative methods to gather data in a parallel/simultaneous mixed methods design. There is also a comparison group of 30 middle school teachers.Project partners are the American Museum of Natural History, Michigan State University, the Cary Institute, and The Academy for Educational Development. Participants are middle school teachers, middle school students and their families, and school administrators. Professional development workshops for teachers and administrators will be held at AMNH. Students and their families will take field trips to the Hudson River with AMNH and Cary Institute scientists. The deliverables will be four case studies for teachers, students, parents, and administrators; curriculum on the zebra mussel invasion of the Hudson River; and research results on the educational model. Outputs will be: 150 teachers participate in 58 hours of professional development; 100 middle school administrators experience leadership workshops to learn about the project; and 300 families participate in day-long family outreach events to the Hudson River ecosystem. Through this research and the education resources developed, this project has the potential to improve science education in many other large urban areas. It also explores the effect of participants in secondary research as they analyze large data sets developed by the Cary Institute.Formative evaluation is carried out during the first three years by AMNH staff. Summative evaluation is executed by an external evaluator, The Academy for Educational Development. The summative evaluation explores the extent to which the collaboration meets the project goals, the quality of the teachers' use of the project resources, the impact of the project on student learning, and the response of parents and administrators to the project resources.

美国自然历史博物馆（AMNH）和密歇根州立大学正在开展一项研究和发展项目，该项目基于这样一种假设：如果学生想要既了解科学的本质，又想自己进行探索，就必须有机会接触科学家的实际工作。它探讨了这样一个问题：“非正式的科学教育机构如何才能最好地设计资源，以支持教师、学校管理者和家庭在学生的教学和学习中进行科学调查，更好地理解科学的本质？”该项目是一项涉及非正式科学教育机构的中学科学倡议，为教师提供专业发展，为学生提供实践学习。主要的科学主题是斑马贻贝对哈德逊河系统的入侵，使用Cary研究所提供的数据集。项目目标是：(1)改进一个模型，该模型使用非正式教育机构为学生、家长、教师和管理人员产生有效的重叠学习机会；(2)开发和实地测试补充资源，利用教学案例探索二级研究和数据分析，为不同的受众提供进行探究和学习科学探究、入侵物种对淡水生态系统的影响以及科学家工作的机会；(3)研究模型以提取更一般的知识和设计原则，使其他人能够采用类似的方法；(4)将模型、资源和研究成果传播给他人。该项目将探讨以下研究问题：(1)专业发展机会如何影响教师和管理人员对科学工作和探究以及淡水生态系统的理解？(2)教师、家长和管理人员如何利用资源促进自己和学生的学习？(3)非正式机构的资源和方法如何支持教师的实践和学生的学习？密歇根州立大学的研究人员将采用定性和定量方法，以并行/同时混合方法设计收集数据。还有一个由30名中学教师组成的比较组。项目合作伙伴是美国自然历史博物馆、密歇根州立大学、卡里研究所和教育发展学院。参与者是中学教师、中学生及其家庭、学校管理人员。为教师和行政人员举办的专业发展讲习班将在AMNH举行。学生和他们的家人将与AMNH和卡里研究所的科学家一起到哈德逊河进行实地考察。可交付成果将为教师，学生，家长和管理人员提供四个案例研究；哈德逊河斑马贻贝入侵课程；以及对教育模式的研究成果。产出将是：150名教师参加58小时的专业发展；100名中学管理人员参加领导力研讨会，了解该项目；300个家庭参加了为期一天的哈德逊河生态系统家庭外展活动。通过这项研究和开发的教育资源，该项目有可能改善许多其他大城市地区的科学教育。它还探讨了参与者在二级研究中分析卡里研究所开发的大型数据集时的影响。在头三年由AMNH工作人员进行形成性评估。总结性评估由外部评估机构执行，即教育发展学院。总结性评价探讨了合作达到项目目标的程度、教师使用项目资源的质量、项目对学生学习的影响以及家长和管理者对项目资源的反应。