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

国家写作计划（NWP）正在与科学技术中心协会（ASTC）合作开展一项为期四年的全面发展项目，旨在将科学与扫盲结合起来。NWP网站将与ASTC成员科学中心和博物馆建立伙伴关系，为教育工作者和青少年开发、测试和完善创新项目，从而创建一个独特的学习网络。该项目强调了将科学与扫盲相结合的迫切需要，并以国家共同核心标准和国家研究委员会出版物《K-12科学教育框架：实践、横切概念和核心思想》中的建议为基础。内容重点包括当前科学和技术领域的主题，如环境科学、可持续性、合成生物学、地球工程以及与科学中心研究和展览相一致的其他主题。项目设计由一个框架支持，该框架结合了建构主义/基于探究的方法，利用了严格的科学学习和强大的识字实践之间的协同作用。项目可交付成果包括10个当地合作伙伴网站、网络成员的专业发展、一个项目网站和一份突出经验教训的评估报告。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2和第3年级确定两个地理和人口结构不同的群组，各由5个伙伴关系组成。每一组合作伙伴将负责制定一项全面的两年计划，在当地实施科学素养活动和产品。预计试点项目可能会导致合并科学和写作的新项目的创建，将写作整合到现有的博物馆科学项目中，或将科学活动整合到现有的NWP项目中。兴趣驱动的青年项目，如公民科学和科学新闻活动，是可以采用的程序化方法的例子。合作伙伴将定期召开会议，以规划和专业发展为重点，将科学和扫盲结合起来，面向公众和专业受众，部分由国家从业人员和研究专家提供。由NWP、ASTC和Inverness研究公司的领导代表组成的网络设计团队将与国家咨询委员会一起监督项目工作，而伙伴关系协调员将为当地站点提供支持。Inverness Research将进行多层次的评估，以解决以下问题：-本地合作伙伴安排的性质和质量，以及整个更大的网络？-当地合作伙伴发起的当地科学素养项目的性质和质量如何？这些项目如何吸引当地参与者，并培养他们的探究意识和沟通技巧？首先，将采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。接下来，文件和描述阶段将通过调查、访谈、对教育工作者的观察和对青年创造的科学传播努力的回顾，评估对青年、教育工作者、机构和领域的好处。最后，总结性评估包括综合证据组合，以记录受众的影响，并由评估审查委员会对项目模式进行独立评估。该项目将创建一个强大的学习社区，同时为该领域提供有关网络和创新伙伴关系的知识和经验教训。预计正式和非正式的教育工作者将获得更多关于科学和扫盲计划的知识，并发展提供有效计划的技能，而青年将展示对关键科学概念的更多理解和传播科学的能力。由当地合作伙伴创建的项目将为大约650名教育工作者（450名非正规教育工作者和200名K-12教师）和500名9-18岁的青少年提供服务。合作国家组织的子网络将利用350个ASTC成员机构和近200个位于高校的NWP站点，负责传播、扩展和可持续性计划。

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.