NURTURES: Networking Urban Resources with Teachers and University to enRich Early Childhood Science

培育：将城市资源与教师和大学联网，丰富幼儿科学

• 批准号: 1102808
• 负责人: Charlene Czerniak
• 金额: $ 977.33万
• 依托单位: University of Toledo
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-07-01 至 2017-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1102808&HistoricalAwards=false
• 关键词: NURTURES; Networking; Urban; Resources; Teachers

NURTURES (Networking Urban Resources with Teachers and University to enRich Early Childhood Science) is creating an integrated system of science education for grades preschool through 3 (PK-3) in the Toledo, Ohio area. The University of Toledo (UT) Judith Herb College of Education and College of Engineering in collaboration with the College of Arts and Sciences at UT and Toledo Public Schools (TPS) along with supporting educational partners (Apple Tree Nursery School, the East Toledo Family Center Day Care, the Toledo Day Nursery, Olivet Nursery, Fairgreen Nursery, the Toledo Catholic Schools, informal science partners (UT Ritter Planetarium, Imagination Station, Toledo Zoo, Toledo Metropark System, Toledo Botanical Gardens, Toledo Grows, Lourdes College Nature Laboratory, and the Challenger Learning Center) and community resources (YMCA, Boys and Girls Club, Lucas County Library, and WGTE Public Broadcasting Station) are working to transform the way in which PK-3 science is taught through the development and implementation of a complementary science education learning model that combines inquiry and learning, formal and informal education, teachers and parents, schools and the community, in a comprehensive effort to improve science subject interest and science achievement. Primary objectives include: increased student interest and achievement in science, increased PK-3 teachers' knowledge of science pedagogy and science standards, increased parent involvement in in-school and out-of-school educational activities, a replicable complementary science education learning model, and increased state, district and school policies supporting PK-3 science education and parent involvement. The project includes summer institutes, academic year support for teachers, and parent support. University faculty, master PK-3 teachers, and informal science educators are developing a summer institute to provide professional development in challenging inquiry-based, age appropriate science instruction integrated with reading and math and professional development and practice in engaging families in formal and informal education. Teacher participants create their own lessons that include family learning activities. Formal and family science learning are augmented by annual community science events hosted by the informal science partners and linked to the TPS science curriculum and Ohio Content Standards. The project is providing science education professional development to 495 PK-3 teachers and their principals or directors working in at least 50 community-based early care and education programs and 300 K-3 classrooms.NURTURES is investigating the feasibility of the complementary science learning model in a mid-sized urban location as well as how complementary learning might affect student achievement, curiosity, and interest in science. It is examining the impact of the scientists' and engineers' involvement on PK-3 science teaching and learning - an area where little research has been conducted. It is also determining the types of supports needed to ensure that PK-3 teachers implement inquiry-based science as well as the supports needed to encourage parents to make use of family science activities. The results of these investigations will be a stimulating educational environment for young children that nurtures their natural curiosity to learn science and to continue to study science.

NURTURES（将城市资源与教师和大学联系起来，丰富幼儿科学）正在俄亥俄州托莱多地区为学前班到3年级（pk3）创建一个综合的科学教育系统。托莱多大学（UT）朱迪思赫伯教育学院和工程学院与UT和托莱多公立学校（TPS）的艺术与科学学院合作，以及支持教育合作伙伴(苹果树托儿所，东托莱多家庭中心日托，托莱多日托托儿所，橄榄托儿所，Fairgreen托儿所，托莱多天主教学校，非正式科学合作伙伴（UT Ritter天文馆，想象站，托莱多动物园，托莱多地铁公园系统，托莱多大学），托莱多植物园、托莱多植物园、卢尔德学院自然实验室和挑战者学习中心)和社区资源（基督教青青会、男孩和女孩俱乐部、卢卡斯县图书馆和WGTE公共广播电台）正在努力通过开发和实施一种互补的科学教育学习模式，将探究和学习、正式和非正式教育、教师和家长、学校和社区结合起来，改变幼儿园-3科学的教学方式。全面努力提高科学学科兴趣和科学成就。主要目标包括：提高学生对科学的兴趣和成就，提高小学-3年级教师对科学教学法和科学标准的认识，提高家长对校内和校外教育活动的参与，建立可复制的补充科学教育学习模式，提高州、地区和学校支持小学-3年级科学教育和家长参与的政策。该项目包括暑期学院、对教师的学年支持和家长支持。大学教师，PK-3硕士教师和非正式科学教育者正在开发一个暑期学院，提供具有挑战性的探究性专业发展，适合年龄的科学教学，结合阅读和数学，以及专业发展和实践，让家庭参与正式和非正式教育。教师参与者创建他们自己的课程，包括家庭学习活动。正式和家庭科学学习通过由非正式科学伙伴主办的年度社区科学活动得到加强，这些活动与TPS科学课程和俄亥俄州内容标准相联系。该项目为至少50个社区早期护理和教育项目和300个幼儿园-3教室的495名幼儿园-3教师及其校长或主任提供科学教育专业发展。NURTURES正在研究补充科学学习模式在中等城市地区的可行性，以及补充学习如何影响学生的成绩、好奇心和对科学的兴趣。它正在研究科学家和工程师参与PK-3科学教学的影响——这是一个很少进行研究的领域。它还决定了确保小学三年级教师实施探究式科学所需的支持类型，以及鼓励家长利用家庭科学活动所需的支持类型。这些调查的结果将为幼儿提供一个刺激的教育环境，培养他们学习科学的天然好奇心，并继续学习科学。