Partnership for Research Opportunities to Benefit Education

项目名称：促进教育受益的研究机会合作伙伴关系（PROBE）机构：新罕布什尔州大学PI/CO-PI： Karen Graham（PI），Barbara霍普金斯（Co-PI），Dawn Meredith（Co-PI），Barrett Rock（Co-PI），Charles Warren（Co-PI）每年研究员人数：10名研究生和4名本科生学区合作伙伴：贝尔蒙特，达勒姆/Lee/Madbury，恩菲尔德/New Canaan，富兰克林，戈夫斯敦，米尔福德，Nashua，朴茨茅斯，Raymond，罗切斯特，Salem，Somersworth目标受众：高中，9-12年级设置：城市，郊区和农村。NSF支持的学科包括：生物化学、化学、数学、机械工程、自然资源、物理学和植物生物学。新罕布什尔州大学与新罕布什尔州的12个学区合作，组成研究生/本科生研究员和领导教师合作团队，在高中数学和科学教学中创建基于探究的教学实践。每个团队由一名来自其中一个合作学区的首席教师和一名UNH研究生或一对科学，数学和工程[STEM]的本科生组成。 UNH学科为基础的教师导师顾问和促进资源的编组代表研究员和PROBE团队。 PROBE项目首先是研究员和教师参加为大学预科学生和教师设计的既定UNH夏季调查方案。 这个夏季活动的高潮是为期一周的夏季PROBE研究所，其结构基于国家研究理事会在课堂连续体中的调查。 该研究所旨在为研究员和首席教师提供工具，用于分析他们在夏季调查方案中经历的不同调查模式，然后通过有针对性的高中方案进行阐述。 在学年期间，每个PROBE团队与首席教师的合作伙伴学校合作，实施培养教师和学生探究行为的教学习惯。 这始于使用基于探究的课程和真实的科学和数学问题解决经验，并发展到包括以学生为中心的研究项目作为每个学生科学学习经验的一部分。 其学术价值在于为数学和科学的探究和真实研究开发了包容性课程模式。 研究生研究员和教师领导对学生学习进行的现场研究进一步支持了这一点。 更广泛的影响是，由于PROBE项目，教师和研究员可以将教学实践中的教学变化与学生的学习等同起来。 研究员获得了一套用于交流和教学科学的策略。 教师和学校持续获得强大的课程计划和资源，并与大学社区建立牢固的联系。该项目得到数学和物理科学局的部分支持。

Project Title: Partnerships for Research Opportunities to Benefit Education (PROBE) Institution: University of New Hampshire PI/CO-PI: Karen Graham (PI), Barbara Hopkins (Co-PI), Dawn Meredith (Co-PI), Barrett Rock (Co-PI), Charles Warren (Co-PI) Number of Fellows Per Year: 10 graduate students and 4 undergraduates School District Partners: Belmont, Durham/Lee/Madbury, Enfield/New Canaan, Franklin, Goffstown, Milford, Nashua, Portsmouth, Raymond, Rochester, Salem, Somersworth Target Audience: High School, grades 9-12 Setting: Urban, suburban, and rural. NSF supported disciplines involved: Biochemistry, Chemistry, Mathematics, Mechanical Engineering, Natural Resources, Physics, and Plant Biology.The University of New Hampshire in collaboration with twelve school districts in New Hampshire form graduate/undergraduate student Fellows and lead teacher partnership teams that are creating inquiry-based instructional practices in high school mathematics and science teaching. Each team consists of a lead teacher from one of the partnership school districts and a UNH graduate or pair of undergraduate students in science, mathematics, and engineering [STEM]. UNH discipline-based faculty mentors counsel and facilitate the marshalling of resources on behalf of the Fellows and PROBE teams. The PROBE project begins with Fellows and teachers participating in established UNH-based summer inquiry programs designed for pre-college students and teachers. This summer activity culminates in a weeklong summer PROBE institute with a structure based on the National Research Council's Enquiry in the Classroom Continuum. The institute is designed to give the Fellows and lead teachers tools for the analyzing different modes of enquiry that they have experienced in the summer inquiry programs and then articulate through the targeted high school programs. During the academic year each PROBE team works with the lead teacher's partner school to implement instructional habits that nurture inquiry behaviors by teachers and students. This begins with the use of inquiry-based lessons and authentic science and mathematics problem solving experiences and develops to include student-centered research projects as a part of each student's science learning experience. The intellectual merit lies in the development of inclusive curriculum models for inquiry and authentic research in mathematics and science. This is further supported with onsite research on student learning conducted by the graduate student Fellows and teacher-leaders. The broader impact is that as a result of the PROBE project teachers and Fellows can equate instructional changes in teaching practice with student learning. Fellows gain a repertoire of strategies to use in communicating and teaching science.. Teachers and schools have sustained access to strong curriculum programs and resources and develop strong ties to the University community. This project is receiving partial support from the Directorate for Mathematical and Physical Sciences.