Building Informal Science Education and Literacy Partnerships: A Collaborative Project of the National Writing Project and the Association of Science-Technology Centers

国家写作项目(NWP)正在与科学技术中心协会(ASTC)合作，开展一项旨在整合科学和扫盲的为期四年的全面发展项目。NWP网站与ASTC成员科学中心和博物馆之间将建立伙伴关系，为教育工作者和青年制定、测试和完善创新计划，从而创建一个独特的学习网络。该项目突出了科学与扫盲相结合的迫切需要，并建立在共同核心国家标准和国家研究委员会出版物《K-12科学教育框架：实践、交叉概念和核心思想》的基础上。内容重点包括当前科学和技术领域的主题，如环境科学、可持续发展、合成生物学、地球工程，以及其他与科学中心研究和展品相一致的主题。项目设计得到一个框架的支持，该框架采用建构主义/探究式方法，充分利用严格的科学学习和扎实的扫盲做法之间的协同作用。项目可交付成果包括一套10个当地伙伴关系网站、网络成员的专业发展、一个项目网站和一份强调经验教训的评价报告。合作地点将根据兴趣、邻近程度、历史和专业知识进行选择。将在第二年和第三年确定两个地理和人口结构不同的群体，每个群体包括五个伙伴关系。每一组伙伴将负责为科学扫盲活动和产品制定一个全面的两年计划，在当地实施。预计试点计划可能导致创建新的计划，将科学和写作结合在一起，将写作纳入现有的博物馆科学计划，或将科学活动纳入现有的NWP计划。以兴趣为导向的青年项目，如公民科学和科学新闻活动，就是可采用的方案办法的例子。合作伙伴将定期召开规划和专业发展会议，部分由国家从业人员和研究专家提供，重点是将公众和专业受众的科学和扫盲结合起来。一个网络设计团队将与一个国家顾问委员会一起监督项目工作，而一名伙伴关系协调员将为当地站点提供支持。该团队成员包括西北太平洋公司、ASTC和项目评估者Inverness Research，Inc.。因弗内斯研究公司将进行多层次评估，以解决以下问题：-当地合作伙伴安排以及整个网络的性质和质量是什么？-当地合作伙伴发起的当地科学素养计划的性质和质量是什么，他们如何吸引当地参与者，并发展他们的探究意识和沟通技能？首先，将使用基于设计的实施研究方法进行发展性评估，以评估实施过程。下一步，文件和描述阶段将使用调查、访谈、教育工作者的观察和对青年创造的科学传播努力的审查来评估对青年、教育工作者、机构和实地的好处。最后，总结性评价包括记录受众影响的全面证据组合，以及评价审查委员会对项目模式的独立评估。该项目将创建一个强大的学习社区，同时向外地提供有关网络和创新伙伴关系的知识和经验教训。预计正式和非正式教育工作者将获得更多关于科学和扫盲计划的知识，并培养提供有效计划的技能，而年轻人将表现出对关键科学概念的更多理解和传播科学的能力。由当地伙伴关系创建的项目将为大约650名教育工作者(450名非正式教育工作者和200名K-12教师)和500名9-18岁的青年提供服务。传播、扩展和可持续发展的计划将由协作的国家组织的子网络实施，利用350个ASTC成员机构和近200个学院和大学的NWP站点。

The National Writing Project (NWP) is collaborating with the Association of Science-Technology Centers (ASTC) on a four-year, full-scale development project that is designed to integrate science and literacy. Partnerships will be formed between NWP sites and ASTC member science centers and museums to develop, test, and refine innovative programs for educators and youth, resulting in the creation of a unique learning network. The project highlights the critical need for the integration of science and literacy and builds on recommendations in the Common Core State Standards and the National Research Council's publication, "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas." The content focus includes current topics in science and technology such as environmental science, sustainability, synthetic biology, geoengineering, and other subjects which align with science center research and exhibits. The project design is supported by a framework that incorporates a constructivist/inquiry-based approach that capitalizes on the synergy between rigorous science learning and robust literacy practices. Project deliverables include a set of 10 local partnership sites, professional development for network members, a project website, and an evaluation report highlighting lessons learned. Partnership sites will be selected based on interest, proximity, history, and expertise. Two geographically and demographically diverse cohorts, consisting of five partnerships each will be identified in Years 2 and 3. Each set of partners will be charged with creating a comprehensive two-year plan for science literacy activities and products to be implemented at local sites. It is anticipated that the pilot programs may result in the creation of new programs that merge science and writing, integrate writing into existing museum science programs, or integrate science activities into existing NWP programs. Interest-driven youth projects such as citizen science and science journalism activities are examples of programmatic approaches that may be adopted. The partners will convene periodically for planning and professional development focused on the integration of science and literacy for public and professional audiences, provided in part by national practitioners and research experts. A network Design Team that includes leadership representatives from NWP, ASTC, and the project evaluator, Inverness Research, Inc., will oversee project efforts in conjunction with a national advisory board, while a Partnership Coordinator will provide support for the local sites. Inverness Research will conduct a multi-level evaluation to address the following questions:-What is the nature and quality of the local partner arrangements, and the larger network as a whole?-What is the nature and quality of the local science literacy programs that local partners initiate, and how do they engage local participants, and develop their sense of inquiry and communication skills?First, a Designed-Based Implementation Research approach will be used for the developmental evaluation to assess the implementation process. Next, the documentation and portrayal phase will assess the benefits to youth, educators, institutions, and the field using surveys, interviews, observations of educators, and reviews of science communication efforts created by youth. Finally, the summative evaluation includes a comprehensive portfolio of evidence to document the audience impacts and an independent assessment of the project model by an Evaluation Review Board. This project will result in the creation of a robust learning community while contributing knowledge and lessons learned to the field about networks and innovative partnerships. It is anticipated that formal and informal educators will gain increased knowledge about science and literacy programs and develop skills to provide effective programs, while youth will demonstrate increased understanding of key science concepts and the ability to communicate science. Programs created by the local partnerships will serve approximately 650 educators (450 informal educators and 200 K-12 teachers) and 500 youth ages 9-18. Plans for dissemination, expansion, and sustainability will be undertaken by the sub-networks of the collaborating national organizations drawing on the 350 ASTC member institutions and nearly 200 NWP sites at colleges and universities.