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）教授英语学习者科学的文献很少。科学教育者的成瘾研究和调查（ARISE）的目的是培养教师有效地向英语学习者和母语为英语的人教授科学的能力，这些人的学术语言技能不高。拟议中的项目采用“兴趣方法”——在这种情况下，滥用药物和成瘾的主题来吸引教师和学生的兴趣——来教授科学。科学内容与加州和国家7-12年级科学学术标准一致。对药物滥用和成瘾问题的研究是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）。拟议的项目将7-12年级的科学教师与大学研究人员联系起来，研究并整合最佳的循证科学教学方法和有效教学英语学习者的行之有效的策略。英语学习者占目标地区学生的25%，全国学生的20%。该地区93%的人是西班牙裔，8%是南亚人。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修，以加深教师的科学内容知识和教学技能。在接下来的一学年，教师将与教师导师和课程专家合作，开发以神经科学为基础的实验课程，以有效地接触英语学习者。教师将根据药物滥用和/或成瘾的主题开发和教授一个综合教学单元，使用NIH批准的K-12课堂使用的材料和方法。结果包括一个特定项目的网站，其特色是：120个基于实验室的神经科学课程符合国家和加州科学标准；120张研究团队海报及报告；和资源链接。学生材料将被翻译成西班牙语、苗语、高棉语、越南语和旁遮普语，并附有双语词汇指南。ARISE的目标群体是在生物医学领域和公共卫生领域代表性不足的大量学生：在生物科学领域，只有不到11%的本科学位授予了拉丁裔/拉丁裔，只有不到2%的博士学位授予了拉丁裔。ARISE旨在提高这些学生的科学素养，以提高他们对“成瘾的本质是一种基于生物学的大脑疾病”的理解（NIDA, 2006）。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）在高级科学课程和攻读生物医学科学本科课程方面取得成功的潜力。

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.