*Science* in the Classroom (SitC)

该项目将大大扩展“课堂科学”（SitC）计划（http://www.scienceintheclassroom.org），该计划是由以前的美国国家科学基金会资助（奖励du -1043998和du -1224661）启动的。最有效的科学教育改革注重让学生参与科学过程。该项目将采用一种独特的方法来改变本科STEM学习环境，在本科生职业生涯的早期阶段，向他们介绍科学过程的重要元素：阅读主要研究文章，交流科学，参与同行评议系统。项目团队将与专家科学家、研究生、博士后、教师和教育研究人员合作，将当代研究论文翻译成学习工具，这些论文摘自权威期刊《科学》。所产生的注释论文和相关资源将允许学生参与原始数据集，并深入了解科学家如何设计实验，收集和分析数据，并提出他们的结论。这种方法使学生能够扮演科学家的角色；它引导学生通过提出问题，设计实验来解决这些问题，分析从实验中得到的数据，并根据分析得出新的结论的科学过程。学生们也会亲身体会到科学交流的过程，通过这个过程，科学家们解释了他们从问题到实验，从数据到结论的过程，同时也产生了下一组有趣的问题。该项目将通过将前沿研究和原始文献引入本科课堂，并通过让学生参与实验设计和批判性分析的基本科学原理，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的过程。此外，新资源将鼓励学生在新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。除了增加和增强现有SitC语料库的内容外，新项目还将围绕开发SitC资源培育一个“实践社区”；为职前教师和大学教职员工开发材料和研讨会，重点是如何在课堂上使用SitC资源；扩大努力，使社区大学的学生和教师获得资源；并设计工具来评估资源对教与学的各个方面的影响。

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.