Graduate and Undergraduate Students Enhancing Science and Technology in k-12 schools (II)

A.项目概要项目名称：研究生和本科生加强K-12学校的科学和技术（II）：GUEST K-12（II）机构：波多黎各Mayaguez校区PI/Co-PI：Juan Lopez-Garriga，Luisa Guillemard，Hernan桑托斯，Dalas阿尔斯顿， Jose Cortes-Figueroa每年的研究员人数：12名研究员/年（10名毕业生/2名本科生）。每年服务的教师（班级）人数：每年40名教师参加夏季讲习班 学区合作伙伴：波多黎各教育部（10个教育区）项目目标受众（k-12年级）：小学、初中和高中 学校（CA。设置：城市，郊区和农村NSF支持的学科涉及：化学，生物学，地球科学，数学， 物理，社会科学和工程我们社会的近期，中期和长期未来取决于我们社会成员的好奇心，想象力，多样性，效率和学习的发展。数学，科学和工程，与全球感知和沟通技巧的理解，是我们的学生必须发展和转移，以进一步加强我们的社会的基本要素。 研究生和本科生的轨道II提高科学和技术在K-12学校（II）：客人K-12（II）继续整合地球仪（全球学习和观察，以造福环境）计划和CBL（基于计算器的实验室）技术与科学测量作为提高科学知识和沟通技巧的研究员，K-12教师和学生的手段。通常，研究员每年夏天在5天8小时的时间里对40名教师进行地球仪协议和CBL培训。这些讲习班将研究员与教师联系起来，使他们更有效地合作，并建立积极的专业关系。培训结束后，（1）每周对学校进行后续访问，（2）为教师举办周六后续讲习班，（3）组织和参加教师对普审机制设施的访问。 这第二轨道倡议，到第三年，将制度化GK-12战略，通过创建一个永久的地球仪和CBL实习课程作为大学研究生课程的一个综合要素。 GUEST K-12（II）计划将与其他GK-12计划密切互动，在不同的研究员，学校，教师和学生之间的STEM活动中创造重要的交流。 该项目的智力价值在于：（1）创建一个综合模型，帮助研究生适应当前的科学，技术和沟通技能课程战略，作为他们的研究生教育的一部分;（2）新一代的研究生使用和转移科学探究作为教学工具，以K-12教师和学生;以及（3）研究员获得额外的沟通技巧，以在更短的时间内实现他们的职业生涯，社会成就和成功。拟议项目的更广泛的影响包括：（1）计划的制度化;（2）与研究生研究员，K-12教师，学生和其他GK-12倡议的互动的协同教学/学习过程效果;和（3）一个基于地球仪和CBL技术的临时模型，可通过研究员的交流转移到全国的K-12学校，以及使用电话会议和其他互动技术。 该项目部分得到数学和物理科学局的资助。

A. Project Summary Title of the Project: Graduate and Undergraduate Students Enhancing Science and Technology in K-12 Schools (II): GUEST K-12 (II)Institution: University of Puerto Rico Mayaguez CampusPI/Co-PI: Juan Lopez-Garriga, Luisa Guillemard, Hernan Santos, Dalas Alston, Jose Cortes-FigueroaNumber of Fellows per year: 12 Fellows/year (10 graduates/2 undergraduates).Number of teachers (classes) served per year: 40 teachers per year in summer workshops and 100 classes visits/year.School District Partners: Puerto Rico Department of Education (10 Educational Districts)Target audience of the project (k-12 grade-band): Elementary, Intermediate and high schools (ca. 33% each).Setting: Urban, suburban and ruralNSF supported disciplines involved: Chemistry, Biology, Geosciences, Mathematics, Physics, Social Sciences, and EngineeringThe near, mid, and long-term future of our society depends on the development of the curiosity, imagination, diversity, efficiency, and learning of our societies members. Mathematics, science, and engineering, tied to the understanding of global perception and communication skills, are essential elements that our students must develop and transfer to further strength our society. Track II of Graduate and Undergraduate Students Enhancing Science and Technology in K-12 Schools (II): GUEST K-12 (II) continues to integrate GLOBE (Global Learning and Observation to Benefit the Environment) program and CBL (Calculator Based Laboratory) technology with scientific measurements as a means of enhancing science knowledge and communication skills of fellows, K-12 teachers and students. Typically fellows train 40 teachers during five, 8-hour days, each summer, in GLOBE protocols and CBL. These workshops link fellows with teachers so they work together more efficiently and develop a positive professional relationship. After the training, fellow; 1) make follow-up visits each week to schools, 2) lead Saturday follow-up workshops for teachers, 3) organize and attend visits of teachers to the UPRM facilities. This Track II initiative, by the third year, will institutionalize the GK-12 strategy by creating a permanent GLOBE and CBL Practicum course as an integrated element of the university graduate program. The GUEST K-12 (II) program will strongly interact with other GK-12 initiatives creating a significant interchange in STEM activities among diverse fellows, schools, teachers, and students. The intellectual merit of the project resides in: (1) the creation of an integrative model that helps graduate students adapt current curriculum strategies in science, technology, and communication skills as part of their graduate education; (2) new generations of graduate students using and transferring science inquiry as teaching tools to K-12 teachers and students; and (3) fellows acquiring additional communication skills to attain their careers, social achievement, and success in less time. The broader impacts of the proposed project include: (1) the institutionalization of the program; (2) synergistic teaching/learning process effect of the interaction with graduate fellows, K-12 teachers, students, and other GK-12 initiatives; and (3) an expository model, based on GLOBE and CBL technology, transferable to the K-12 schools of the Nation by the interchange of fellows, and the use of teleconferencing, and other interactive technologies. This project is partially supported by funds from the Directorate for Mathematics and the Physical Sciences.