Collaborative Research: The Climate lab: An innovative partnership between climate research and middle-school practice

该项目将开发和测试以气候变化为重点的教育伙伴关系模式(气候实验室)，其特点是以探究和基于地点的学习为特色。课程开发将从马诺梅特保护科学中心首创的原型计划开始，并将使用基于设计的实施研究(DBIR)方法来制定与下一代科学标准(NGSS)的关键要素相一致的课程。该项目的合作伙伴包括三个研究中心的科学家、教育研究人员和中学教师。完成的课程将为中学生和教师提供机会，将他们在当地收集的数据与历史数据进行比较，创造独特而强大的学习机会。科学家和学校之间的合作向中学生介绍了有多个利益相关者的当地社区公民科学努力。该项目在将对当前当地情况的直接探索与存档数据联系起来方面具有创新性，以检查无法直接感知的自然现象的长期变化。正在开发的模式的组成部分将包括：a)与标准一致的课程；b)实地和实验室活动，让学生收集和分析当地气候变化生物和非生物指标的数据；c)与当前的气候科学研究计划相结合；d)为教师和科学家提供支持材料(印刷版和电子版)和数字教师专业发展计划；e)项目网站。在开发这些课程组成部分的过程中，将识别和研究实施这一学习策略的障碍。该项目的发现有可能广泛影响中学科学教育实践，通过引入一种课程模式，将直接数据收集与对存档数据的分析联系起来，以研究无法直接感知的长期环境变化。

This project will develop and test an education partnership model focusing on climate change (The Climate Lab) that features inquiry-oriented and place-based learning. Curriculum development will begin with a prototype program pioneered by the Manomet Center for Conservation Sciences, and a design-based implementation research (DBIR) approach will be used to develop a curriculum that is aligned with key elements of the Next Generation Science Standards (NGSS). The project partnership includes scientists at three research centers, education researchers, and middle school teachers. The completed curriculum will provide opportunities for middle school students and teachers to compare their locally collected data with historic data to create unique and powerful learning opportunities. The collaboration between scientists and schools introduces middle school students to local, community citizen science endeavors with multiple stakeholders.The project is innovative in linking direct exploration of current, local conditions with archived data to examine long-term changes in natural phenomena that cannot be directly perceived. Components of the model being developed will include: a) a standards-aligned curriculum; b) field and lab activities that engage students in collecting and analyzing data on local biotic and abiotic indicators of climate change; c) integration with a current climate science research program; d) support materials for teachers and scientists (print and electronic) and a digital teacher professional development program; and e) a project Website. During development of these curricular components, barriers to implementation of this learning strategy will be identified and studied. The findings of this project have the potential to broadly impact middle school science education practices by introducing a curricular model that links direct data collection with analysis of archived data to study long-term environmental changes that are not directly perceived.