*Science* in the Classroom (SitC)

该项目将大大扩展“科学*在课堂”(SITC)倡议(http://www.scienceintheclassroom.org)，)，该倡议是通过美国国家科学基金会以前的资助(到期-1043998和到期-1224661)发起的。最有效的科学教育改革注重让学生参与到科学过程中来。该项目将寻求一种独特的方法来改变本科生STEM的学习环境，将本科生在职业生涯的非常早期阶段引入科学过程的重要元素：阅读初级研究文章，交流科学，并参与同行评议系统。该项目团队与专家科学家、研究生、博士后、教师和教育研究人员合作，将从领先期刊《科学》的页面上摘录的当代研究论文转化为学习工具。生成的带注释的论文和相关资源将使学生能够接触到原始数据集，并深入了解科学家如何设计实验、收集和分析数据以及展示他们的结论。这种方法使学生能够扮演科学家的角色；它引导他们完成提出问题、设计实验以探索这些问题、分析实验返回的数据以及根据分析得出新结论的科学过程。学生们还亲身了解了科学交流的过程，通过这个过程，科学家解释了他们从问题到实验再到数据到结论的过程，同时也产生了下一组有趣的问题。该项目将通过将尖端研究和初级文献引入本科生课堂，并让学生参与实验设计和批判性分析的基本科学原则，促进可转移学习技能的发展。从本质上讲，该项目开发的资源将使学生接触到科学过程。此外，新资源将鼓励学生在新奇科学的背景下应用和整合他们的新知识，而不是简单地从教科书中学习词汇和概念。除了扩大和加强现有SITC语料库的内容外，新项目还将围绕开发SITC资源培养一个“实践社区”；为职前教师和大学教师开发材料和研讨会，重点是如何在课堂上使用SITC资源；扩大努力，向社区大学学生和教师提供资源；并设计工具，评估资源对教与学的各个层面的影响。

This project will significantly expand the *Science* in the Classroom (SitC) initiative (http://www.scienceintheclassroom.org), which was launched through previous NSF funding (Awards DUE-1043998 and DUE-1224661). The most effective science education reforms focus on engaging students in the process of science. This project will pursue a unique approach to transforming the undergraduate STEM learning environment, one that introduces undergraduates, at very early stages in their careers, to important elements of the process of science: reading primary research articles, communicating science, and engaging in a peer review system. The project team, working with expert scientists, graduate students, postdocs, teachers, and educational researchers, will translate contemporary research papers, taken from the pages of the leading journal *Science*, into tools for learning. The annotated papers and related resources that are produced will allow students to engage with primary data sets and gain a deep understanding of how scientists design experiments, gather and analyze data, and present their conclusions. This approach enables students to assume the persona of a scientist; it guides them through the scientific process of posing questions, designing experiments to pursue those questions, analyzing the data that returns from the experiments, and working toward new conclusions in response to the analysis. The students also come to understand, first-hand, the process of scientific communication, through which scientists explain their progression from questions to experiments to data to conclusions, while also generating the next set of intriguing questions.The project will promote the development of transferable learning skills by introducing cutting-edge research and primary literature into the undergraduate classroom and by engaging students in the fundamental scientific principles of experimental design and critical analysis. The resources that are developed by the project will, in essence, expose students to the process of science. In addition, the new resources will encourage students to apply and integrate their new knowledge in the context of novel science, in place of simply learning vocabulary words and concepts from a textbook. Besides growing and enhancing the content of the existing SitC corpus, the new project will cultivate a "community of practice" around developing SitC resources; develop materials and workshops for pre-service teachers and college faculty, focusing on how to use the SitC resources in the classroom; expand efforts to reach community college students and faculty with the resources; and design instruments to assess the impact of the resources on various dimensions of teaching and learning.