BioKIDS: Kids' Inquiry of Diverse Species

在四年级到八年级之间，美国学生对复杂科学的成就和理解比他们的国际同龄人有所下降。对于城市学生来说，这种下降更加明显，在许多城市，标准化考试分数仍然是全国最低的。通过BioKIDS，晚年的小学生将接受一个协调的课程序列，这将支持他们在早期、通常是多年、在多个背景下、在根据自己的需求和目标量身定做的技术的支持下，解决自己设计的复杂科学问题。学生对生物多样性和其他主题的学习和信念将在多年中进行跟踪，以描述深入和持续的探究性学习。证据标准将被用来提供令人信服的后期初级调查的例子，这些例子可以补充高风险的测试。混合技术将作为学习的变革推动者，并将嵌入学习活动的许多方面。跨学科团队将在不同年龄段的研究活动中汇聚在代表复杂科学的有效手段上。现有的与底特律城市和全国学校的多年关系将成为教师支持创新和扩大影响的研究的重要合作伙伴。

Between fourth and eighth grade, American students' achievement and understandings of complex science decline relative to their peers internationally. For urban students these declines are even more pronounced and, in many cities, standardized test scores remain among the nation's lowest. Through BioKIDS, late elementary students will embrace a coordinated curricular sequence that will support them as they grapple with complex science questions of their own design early, often, for multiple years, in multiple contexts and with the support of technologies tailored to their own needs and goals.Student learning and beliefs in biodiversity and other topics will be tracked over multiple years to profile in-depth and sustained inquiry learning. Standards of evidence will be used to provide compelling examples of late elementary inquiry that can compliment high-stakes testing. Hybrid technologies will serve as change agents for learning and will be embedded into many aspects of the learning activities. Interdisciplinary teams will converge on effective means of representing complex science for inquiry activities at different ages. Existing multi-year relationships with urban Detroit and schools nationally will serve as essential partners in the study of teacher support for innovation and scaling towards large impact.