Addiction Research and Investigation for Science Educators (ARISE)

描述（由申请人提供）：关于如何在中学（7-12年级）教英语学习者科学的文献很少。科学教育者成瘾研究和调查（ARISE）的目的是培养教师有效地向英语学习者和英语母语者教授科学的能力，这些人的学术语言技能较低。拟议的项目采用“兴趣方法”-在这种情况下，以药物滥用和成瘾为主题，吸引教师和学生的兴趣-教授科学。科学内容与7-12年级的加州和国家科学学术标准保持一致。关于药物滥用和成瘾问题的研究被用作教授和学习科学概念的入口。一个说明性的研究项目被编织到课程计划中，形成了美国国家科学院所谓的“综合教学单元”，这是一个以研究为基础的课程，教授一个关键的基础科学概念（NAS，2005）。拟议的项目使7-12年级的科学教师与大学研究人员接触，以检查和整合最佳的循证方法来教授科学，并有效地教授英语学习者，他们占目标地区学生的25%，占全国学生的20%。该地区93%是西班牙裔，8%是南亚裔。每年，该项目将把30名大学研究人员与来自圣华金河谷的30名科学教师配对，进行为期一周的校园暑期研究所，以加深教师的科学内容知识和教学技能。在接下来的学年中，教师将与教师导师和课程专家合作，开发基于实验室的神经科学课程，以有效地接触英语学习者。教师将开发和教授基于药物滥用和/或成瘾的主题的综合教学单元，使用NIH批准的K-12课堂使用的材料和方法。成果包括一个项目特定的网站，具有：120个实验室为基础的神经科学课程与国家和加州科学标准一致; 120个研究团队的海报和演示文稿;和资源链接。学生材料将被翻译成西班牙语，苗族，高棉语，越南语和旁遮普语，并附有双语词汇指南。ARISE针对的是在生物医学科学领域以及公共卫生领域代表性不足的大量学生：生物科学领域只有不到11%的本科学位授予拉丁裔，只有不到2%的博士学位授予拉丁裔。ARISE旨在提高这些学生的科学素养，以提高他们对“成瘾作为一种生物学基础的大脑疾病的性质”的理解（NIDA，2006年）。一个同样引人注目的长期目标是提高这群学生（其中许多是英语学习者）在高级科学课程中取得成功并攻读生物医学科学本科课程的潜力。

DESCRIPTION (provided by applicant): Very little literature exists on how to teach English Learners science at the secondary (grades 7-12) level. The purpose of Addiction Research and Investigation for Science Educators (ARISE) is to develop the ability of teachers to effectively teach science to English Learners and native speakers of English who have low academic language skills. The proposed project uses an "interest approach" -- in this case, the theme of drug abuse and addiction to capture the interest of teachers and their students -- to teach science. The scientific content is aligned with California and National science academic standards for grades 7-12. Research on the topic of drug abuse and addiction is used as the entryway to teaching and learning science concepts. An illustrative research project is woven into the lesson plan to form what the National Academy of Science calls an "integrated instructional unit," a research-based lesson that teaches a critical fundamental science concept (NAS, 2005). The proposed project brings science teachers of grades 7-12 into contact with university research faculty to examine and integrate the best evidence-based approaches to teaching science with proven strategies for effectively teaching English Learners, who account for 25% of students in the targeted region and 20% nationwide. 93% in the region are Hispanic, and 8% are South Asian. Each year the project will pair 30 university researchers with 30 science teachers from the San Joaquin Valley for a one-week on-campus summer institute to deepen science content knowledge and pedagogical skills in teachers. Throughout the following academic year, teachers will work with faculty mentors and curriculum specialists to develop laboratory-based lessons in neuroscience, structured to effectively reach English Learners. Teachers will develop and teach an integrated instructional unit based on the theme of drug abuse and/or addiction, using materials and methods approved by NIH for K-12 classroom use. Outcomes include a project specific website, featuring: 120 laboratory-based neuroscience lessons aligned with National and California science standards; 120 research team posters and presentations; and resource links. Student materials will be translated into Spanish, Hmong, Khmer, Vietnamese, and Punjabi, and appended with bi-lingual vocabulary guides. ARISE targets a significant population of students who are underrepresented in the biomedical sciences and consequently in public health fields: less than 11% of undergraduate degrees in the biological sciences are awarded to Latinas/Latinos, and less than 2% of doctoral degrees are conferred. ARISE seeks to advance the scientific literacy of these students to improve their understanding of the "nature of addiction as a biologically based brain disorder" (NIDA, 2006). An equally compelling, long-term objective is to improve the potential for this group of students, many of whom are English Learners, to succeed in advanced science coursework and pursue undergraduate programs in the biomedical sciences.