Evaluation of the Impact of a Sustained Scientist-in-the-Classroom Program

描述(由申请者提供)：本项目涉及广泛的挑战领域(12)：科学、技术、工程和数学教育(STEM)，以及具体的挑战主题12-OD-101*：促进STEM能力的教育方法的有效性。项目标题：评估持续科学家在课堂上的影响在目前的应用中，我们建议评估范德比尔特大学-大都会纳什维尔公立学校-田纳西州立大学-梅哈里医学院-菲斯克大学GK12/课堂科学家计划(SCP)对将科学家安置在中学课堂以加强科学学习和教学的长期影响的有效性。范德比尔特大学与梅哈里医学院和大都会纳什维尔公立学校(MNPs)合作，于2003年获得了第一批GK12赠款之一，并续期三年，总共获得了六年的资助。该计划的基本模式一直是与中学教师合作，在中学课堂上合作教授实践/探究科学。与其他有GK12项目的大学一样，我们在项目中进行了形成性评估，表明教师对科学的本质的理解有所增加，学生通过内容前后测试对科学的理解有所增加，研究员的沟通技能也有所提高。尽管我们的项目和其他项目一样，已经显示出对参与者的短期影响，但缺乏的是这种干预对STEM学习和教学、未来STEM教师的准备和制度变革的长期和持续变化的影响。 Vanderbilt准备对科学家-教师伙伴关系模式在提高STEM能力方面的有效性进行拟议的评估性研究，原因有几个：1)Vanderbilt只是全国189个项目中的两个项目之一，这些项目在没有持续的联邦资金的情况下维持了主要的GK12模式。2)范德比尔特是唯一一个拥有四个高等教育合作伙伴的网站，这些合作伙伴加强了关系，并制定了有助于项目稳定的合作计划。3)大学和公立学校系统之间建立了高度的信任，并理解并相信该方案将继续下去；这使得学校系统为该方案的可持续性提供了大量资金。4)公立学校系统内教师和校长的热情支持，以及该计划在许多高层管理变动期间的可持续性，支持了该计划将继续下去的信念。5)我们在计划内保持了惊人的一致性，在十年中只有两名计划协调员；与同一学校系统建立伙伴关系；专注于相同的年级(中学)；多学科主题；以及相同的原始合作伙伴和小学绩效指标(2003/2005年增加了两所大学)。还应该指出的是，这一模式始于范德比尔特，现在正被全国其他几个GK12网站实施，因为它们开始专注于可持续的、后NSF的融资模式。 在目前的申请中提出的研究将审查这一十年计划对K-12学生、教师和研究生的影响，以及对大学和学校系统合作伙伴的影响，如下所述。这项研究的力量在于该项目的持久性，可以接触到所有以前的参与者进行采访和调查，并有机会获得大量学生的纵向数据，这些学生经历了与没有科学家的学生进行匹配的研究员。由于十年来，我们的项目在项目设计、项目主管、项目协调员和伙伴学校系统方面保持一致，我们将能够在稳定、长期干预的基础上利用丰富的数据。在我们确定该计划的影响时，这些因素将非常重要。这些发现的结果可以提供足够的信息来确定该计划是否改变了学生的态度或在科学方面的成就；改变了教师在课堂上的做法，从而增加了对探究式科学课程的使用，并增强了对科学概念的理解；增强了对需求的理解 通过研究员对K-12学校进行培训，并加强沟通和教学技能；将方案组成部分更多地纳入大学的正规研究生教育方案。此外，如果结果显示对参与者有重大影响，这些信息可以为其他K-12项目提供一个模型，以适应在联邦资金之外维持他们的GK12项目。拟议研究的结果有可能提供关键信息，以确定课堂内外的科学家教师伙伴关系是否极大地促进了STEM概念的学习和教学。 公共卫生相关性：范德比尔特大学GK12/课堂科学家计划(SCP)与中学课堂上的科学家和教师合作，努力加强科学的学习和教学。在过去的九年里，该计划的一些目标是提高初中生和高中生的科学成就，并鼓励学生追求科学事业。拟议的项目将评估科学家在中学课堂上的长期影响。

DESCRIPTION (provided by applicant): This project addresses broad Challenge Area (12): Science, Technology, Engineering and Mathematics Education (STEM), and specific Challenge Topic 12-OD-101*: Efficacy of educational approaches toward promoting STEM competencies. Project Title: Evaluation of the Impact of a Sustained Scientist in the Classroom Program In the current application, we are proposing to evaluate the efficacy of the sustained Vanderbilt University- Metropolitan Nashville Public Schools-Tennessee State University-Meharry Medical College-Fisk University GK12/Scientist in the Classroom Program (SCP) on the long-term impact of placement of scientists in middle school classrooms to enhance the learning and teaching of science. Vanderbilt University, in partnership with Meharry Medical College and Metropolitan Nashville Public Schools (MNPS), was a recipient of one of the first GK12 grants and a three year renewal in 2003, for a total of six years of funding. The basic model of this program has been to partner graduate or postgraduate fellows with middle school teachers to team-teach hands-on/inquiry-based science in middle school classrooms. Like other universities with GK12 programs, we conducted formative evaluation within our program, demonstrating an increase in teachers' understanding of the nature of science, an increase in student understanding of science through pre- and post-content tests, and an increase in fellows' communication skills. Although our program, like others, has demonstrated short term impacts on participants, what has been lacking is the effect of this intervention on long-term and sustained changes in STEM learning and teaching, preparation of future STEM faculty, and institutional change. Vanderbilt is uniquely poised to carry out the proposed evaluative study of the efficacy of a scientist-teacher partnership model on enhancing STEM competencies for several reasons: 1) Vanderbilt is only one of two programs out of 189 nationally that has sustained the primary GK12 model with no continuing federal funding. 2) Vanderbilt is the only site with four higher education partners which has led to strengthened relationships and collaborative programs contributing to the stability of the program. 3) A high degree of trust has developed between the universities and the public school system with an understanding and confidence that the program will continue; this has resulted in significant funding from the school system for sustainability of the program. 4) The enthusiastic support of teachers and principals within the public school system and the sustainability of the program during many top administrative changes support the belief that the program will continue. 5) We have had an amazing level of consistency within the program, with only two program coordinators during the ten years; partnership with the same school system; a focus on the same grades (middle school); a multidisciplinary theme; and the same original partners and primary PIs (with two additional universities added in 2003/2005). It should also be noted that this model, started at Vanderbilt, is now being implemented by several other GK12 sites throughout the country as they begin to focus on sustainable, post- NSF funding models. The studies proposed in the current application will examine the impact of this ten-year program on K-12 students, teachers, and graduate fellows, as well as the impact on the university and school system partners as described in detail below. The power of this study lies with the longevity of the program, access to all of the previous participants for interviews and surveys, and the opportunity to obtain longitudinal data for a large number of students who experienced fellows matched to control students without a scientist. Because our program has remained consistent in program design, program directors, program coordinators, and partner school system for ten years, we will be able to utilize a wealth of data based on a stable, long-term intervention. These factors will be of great importance as we ascertain the impact of the program. Results from these findings could provide sufficient information to determine if the program resulted in changed student attitudes or achievement in science; changed teacher practice in the classroom resulting in increased use of inquiry-based science lessons, and enhanced understanding of science concepts; enhanced understanding of the needs of K-12 schools by fellows, and strengthened communication and teaching skills; and increased integration of program components into regular graduate educational programs at the universities. In addition, if results demonstrate significant impacts on participants, this information could provide other K-12 programs with a model to adapt for sustaining their GK12 program beyond federal funding. Results from the proposed studies have the potential to contribute crucial information to determine whether scientist teacher partnerships both in and outside the classroom dramatically enhance the learning and teaching of STEM concepts. Public Health Relevance: The Vanderbilt University GK12/Scientist in the Classroom Program (SCP) has partnered scientists and teachers in middle school classrooms in an effort to enhance the learning and teaching of science. Over the past nine years, some of the goals of the program have been to increase the science achievement of middle and high school students and to encourage students to pursue careers in science. The proposed project will evaluate the long-term impact of scientists in middle school classrooms.