Supporting Teachers and Encouraging Lifelong Learning: A Web-Based Integrated Science Environment (WISE)

基于网络的综合科学环境（WISE）成立于1997年，由美国国家科学基金会提供3年的资助。这份基于成就的更新（ABR）的邀请提案描述了计划中的WISE活动，以目前的资助率再增加3年。我们的文档符合ABR提案的四页限制;更多关于WISE活动的信息可以在www.example.com上了解http://wise.berkeley.edu.WISE。连通性和综合科学，以促进我们对探究科学教学的理解。在前3年，WISE创造了以下探究元素：o WISE学习环境，结合了最新的认知和社会研究，并为新的创作伙伴关系提供了有效的探究设计。o超过30个WISE项目符合我们的设计标准，可供各地的教师使用。o WISE指导专业发展模型，指导教师实施探究实践。o WISE服务器技术，收集和存储学生作业和教师活动o WISE知识整合评估，衡量探究的进展，并可用于检测从教授探究的主题到新主题的转移。o WISE科学，技术和语言素养措施，以及与NAEP，TIMSS，本研究将研究探究教学的这些要素如何共同促进科学学习的持续改进。我们准备解决四个研究主题：（a）一个或多个WISE项目对学生的纵向影响是什么？（B）来自不同学校（城市、农村和郊区）的教师采用WISE等探究实践的典型轨迹是什么？（c）可视化和建模的新技术，包括我们新授予的Palm技术，给WISE的探究教学带来了什么价值？以及（d）课程设计伙伴关系在回应其课程项目的设计审查和课堂试验方面进展如何？ 建立和维持技术增强的探究科学教学需要一个强大的学习环境，利用认知和社会研究以及有效的专业发展，严格的课程设计和评估，并不断监测学生的进步。我们的研究将描述教师采用WISE探究项目的轨迹，并确定如何使专业发展更有效。我们将完善我们的设计原则，并测试其在指导设计新WISE课程的合作伙伴关系中的有效性。我们将把新兴技术融入WISE学习环境，调整专业发展实践，并测试这些改进对学生学习的有效性。我们将研究WISE项目对学生的影响，立即和纵向，作为教师的专业知识和暴露于WISE项目的程度的函数。我们将特别关注不同学习者的需求，并确定确保所有学生在WISE中取得成功的方法。拟议的研究将为课程设计、专业发展和科学评估提供信息。我们的工作将告知公平和评估政策的制定。为了传达我们的发现，我们计划出版一本书长的专著，研究出版物和会议演示，以及教师研讨会，网络课程和广泛的在线材料。我们已经吸引了超过3000名教师加入我们的网络社区。作为参与教师提供有关他们的定制和见解探究教学的信息，我们希望这个社区成长。我们将根据我们的WISE专业发展指导模式将教师与导师联系起来。 我们感谢我们的顾问委员会在过去3年中所做的贡献，并为ABR确定了一些持续的和一些新的顾问。纵向影响主题将由ETS的Paul Holland提供建议，并将继续借鉴加州大学伯克利分校的Mark Wilson、斯坦福大学的大卫Rogosa、科罗拉多大学的Robert Linn和科罗拉多大学的Lorrie谢泼德的方法论专长。和西北大学的路易斯·戈麦斯，他们都有城市系统改革的经验。新技术主题的价值将受益于与CILT Post首席执行官Eric Baumgartner，Michelle Spitulnik和Yael Kali的合作;此外，我们将由计算机科学家Michael Clancy，UC Berkeley和密歇根大学的Elliot Soloway提供建议;以及密歇根大学的Nancy Songer。课程设计伙伴关系主题将由华盛顿大学的Philip Bell、西北大学的Louis Gomez、斯坦福大学的Roy Pea和密歇根大学的Nancy Songer提供咨询，他们都带来了建立和维持伙伴关系的经验。

The Web-based Integrated Science Environment (WISE)was founded in 1997 with a 3-year grant from the National Science Foundation.This invited proposal for an Accomplishment Based Renewal (ABR)describes planned WISE activities for 3 additional years at the current rate of funding.Our document conforms to the four-page ABR proposal limit;much more can be learned about WISE activities at http://wise.berkeley.edu.WISE capitalizes on the synergies between Internet connectivity and integrated science to advance our understanding of inquiry science instruction.In the first 3 years,WISE has created the following elements of inquiry:o The WISE learning environment that incorporates recent cognitive and social research and gives new authoring partnerships a headstart on effective inquiry designs.o Over 30 WISE projects that meet our design criteria and can be used by teachers everywhere.o The WISE mentored professional development model that guides teachers to implement inquiry practices.o WISE server technology that collects and stores both student work and teacher activities such as lesson plans, contributions to discussion, and reflection notes.o WISE Knowledge Integration Assessments that measure progress in inquiry and can be used to detect transfer from the topic where inquiry was taught to new topics.o WISE science, technology, and language literacy measures, and connections to standards-based measures of inquiry from NAEP,TIMSS,and state testing programs to establish broader impacts.The proposed ABR will research how these elements of inquiry instruction jointly contribute to sustained improvement of science learning.We prepare to address four research themes:(a)What is the longitudinal impact on students of one or more WISE projects?(b)What are typical trajectories of teachers from diverse schools (urban, rural,and suburban)who adopt inquiry practices such as WISE?(c)What value do new technologies for visualization and modeling, including our new grant of Palm technologies, bring to inquiry instruction with WISE? And (d)How do Curriculum Design Partnerships progress in response to the design review and classroom trials of their curriculum projects? Establishing and sustaining technology-enhanced inquiry science instruction requires a powerful learning environment that takes advantage of cognitive and social research as well as effective professional development,rigorous design of urriculum and assessments,and continuous monitoring of student progress. Our research will characterize trajectories of teachers as they adopt WISE inquiry projects and identify ways to make professional development more effective.We will refine our design principles and test their effectiveness in guiding partnerships that design new WISE curriculum.We will incorporate emerging technologies into the WISE learning environment,adjust professional development practices,and test the effectiveness of these improvements on student learning. We will research the impact of WISE projects on students,both immediately and longitudinally,as a function of the expertise of the teacher and the extent of exposure to WISE projects. We will look specifically at the needs of diverse learners and identify ways to ensure that all students succeed in WISE. Proposed studies will inform the design of curricula,professional development,and science assessment. Our work will inform the setting of policy for equity and assessment.To communicate our findings,we plan a book-length monograph,research publications,and conference presentations, as well as workshops for teachers, netcourses, and extensive on-line materials. We have already attracted over 3000 teachers to join our web-based community. As participating teachers provide information about their customizations and insights into inquiry teaching,we expect this community to grow. We will connect teachers to mentors according to our WISE mentoring model for professional development. We appreciate the contributions of our advisory board over the past 3 years and have identified some continuing and some new advisors for the ABR. The longitudinal impact theme will be advised by Paul Holland,ETS,and will continue to draw on the methodological expertise of Mark Wilson, University of California, Berkeley; David Rogosa, Stanford University; Robert Linn, University of Colorado, and Lorrie Shepard, University of Colorado.The teacher trajectory theme will be advised by Jane Bowyer, Mills College;and Louis Gomez, Northwestern University who both have experience with urban systemic reforms. The value of new technologies theme will benefit form collaborations with CILT Post Docs Eric Baumgartner,Michelle Spitulnik,and Yael Kali;in addition,we will be advised by computer scientists Michael Clancy,UC Berkeley,and Elliot Soloway,University of Michigan;and by Nancy Songer,University of Michigan. The Curriculum Design Partnership theme will be advised by Philip Bell,University of Washington; Louis Gomez, Northwestern University; Roy Pea, Stanford University; and Nancy Songer, University of Michigan,all of whom bring experience in forming and sustaining partnerships.