Understanding Science: Improving the Achievement of Elementary Students in Geoscience Through Proven Professional Development and Collaboration

“理解科学：通过成熟的专业发展和合作提高小学生在地球科学方面的成就”是第二轨道的GeoEd项目，其基本目标是帮助3-5年级的教师对地球科学的核心主题和有效的教学方法有更扎实的理解，以便他们更好地为教学做好准备，从而提高学生的成绩和对地球科学的持久兴趣。为此，阿拉巴马州、加利福尼亚州和威斯康星州的三个地区性地球科学联盟将科学家和教育工作者聚集在一起，共同设计并在全国范围内实地测试专业开发课程-了解地球系统-使用WestEd的教师学习理解科学模式，该模式在积极影响教师知识、课堂实践和学生的科学成就方面有着良好的记录。主要合作伙伴包括：威斯康星大学麦迪逊分校与科学外展办公室和麦迪逊大都会学区；阿拉巴马大学亨茨维尔分校以及科学教育研究所(ISE)和阿拉巴马州数学、科学和技术倡议(AMSTI)；位于多明奎斯丘陵和北岭的加州州立大学；这些州的LSAMP项目；以及美国地质调查局。创新和创造新知识往往产生于跨越学科和实践界限的相互作用。这种网络建设模式利用一个真实的任务--开发教师学习材料--将实践中的科学家、大学教师、教师教育工作者和课堂教师联系在一起，朝着加强地球科学中的STEM教育的共同愿景迈进。

"Understanding Science: Improving the Achievement of Elementary Students in Geoscience Through Proven Professional Development and Collaboration" is a Track 2 GeoEd project with a fundamental goal of helping grade 3-5 teachers gain a more solid understanding of core Earth science topics and effective instructional approaches so they are better prepared to teach in ways that result in higher student achievement and a lasting interest in geoscience. Toward this end, three regional Geoscience Alliances in Alabama, California, and Wisconsin bring together scientists and educators to collaboratively design and nationally field test a professional development curriculum - Understanding Earth Systems - using WestEd's Understanding Science model for teacher learning that has a proven track record of positively impacting teacher knowledge, classroom practices, and student achievement in science. Key partners include: the University of Wisconsin - Madison in conjunction with the Office for Science Outreach and Madison Metropolitan School District; the University of Alabama - Huntsville along with the Institute for Science Education (ISE) and the Alabama Math, Science, and Technology Initiative (AMSTI); California State Universities at Dominquez Hills and Northridge; LSAMP programs within these states; and the U.S. Geological Survey. Innovation and the creation of new knowledge often emerge from interactions across boundaries of discipline and practice. This model of network building utilizes an authentic task - developing materials for teacher learning - to knit together practicing scientists, university faculty, teacher educators, and classroom teachers toward a shared vision of strengthening STEM education in the geosciences.