Heartland Partnerships: Inquiry-Based Ecological and Environmental Education at SIUC

提案编号：0638722主要研究者：Karen renzagli机构：南伊利诺伊大学卡本代尔分校标题：中心地带合作伙伴关系：以探究为基础的生态与环境科学教育在SIUC中心地带合作伙伴关系：以探究为基础的生态与环境科学教育在SIUC，一个新的GK-12项目在南伊利诺伊大学卡本代尔分校和伊利诺斯州的三个K-12农村学区之间，有四个项目目标：1)利用研究员和教师的内容知识和技能来提高高中生的科学素养，2)提高教师的科学内容和教学知识，3)为教师进行科学研究和行动研究提供经验，4)加强大学与当地学校的长期合作伙伴关系。研究员和教职员工将带领教师和学生探索各种生态栖息地。该项目的智力价值包括为毕业生和教师举办的夏季研讨会，以及将在SIUC自然环境接触（TONEC）现场进行的原创研究项目的创建。这些项目将是对课程进行分析的结果，因此，研究生和教师团队将计划练习，制定行动计划，并整合和完善课堂上的探究式教学。该项目的更广泛影响包括招募代表性不足的少数民族研究生作为榜样，并为K-12学生提供内容知识和科学过程技能的资源。研究生将获得对科学教育的欣赏，与K-12社区建立更紧密的联系，并发展指导，沟通和教学技能。教师的成果包括内容知识、教学知识、对科学问题的熟悉程度、对科研技术的理解程度的提高、通过行动研究加强反思性实践以及与大学社区的联系的加强。大学教师将对科学教育有更深刻的认识，对高中科学教育中固有的问题有更深刻的理解，与当地科学教育界有更紧密的联系，并提高大学内部跨学科合作的水平。该项目还将通过夏季专业发展研讨会，通过互联网开放获取课程、单元和聊天，以及分发科学活动手册，向该州未参与的教师和学生提供服务。

PROPOSAL #: 0638722PRINCIPAL INVESTIGATOR: Karen RenzagliaINSTITUTION: Southern Illinois University at CarbondaleTITLE: Heartland Partnerships: Inquiry-Based Ecological and Environmental Science Education at SIUCThe Heartland Partnerships: Inquiry-Based Ecological and Environmental Science Education at SIUC, a new GK-12 project between Southern Illinois University at Carbondale and three K-12 rural school districts within Illinois, has four program goals: 1) use content knowledge and skills of fellows and faculty to increase scientific literacy among high school students, 2) improve teachers' science content and pedagogical knowledge, 3) provide experiences for teachers in conducting both scientific and action research, 4) enhance long-term partnerships between the university and local schools. Fellows and faculty will engage teachers and students in exploration of the various ecological habitats. The intellectual merit of this project includes summer workshops for graduates and teachers and also the creation of original research projects that will be conducted at SIUC Touch of Nature Environmental (TONEC) field sites. These projects will be a result of an analysis of the curriculum and therefore, teams of graduate students and teachers will plan exercises, develop action plans and integrate and refine inquiry-based teaching in the classroom. The broader impacts of this project include the recruitment of underrepresented minority graduate students to serve as role models, and resources for content knowledge and science process skills for the K-12 students. The graduate fellows will gain an appreciation for science education, stronger ties to the K-12 community, and development of mentoring, communication and teaching skills. Outcomes for the teachers include increased content knowledge, pedagogical knowledge, familiarity with scientific issues, increased understanding of scientific research techniques, enhanced reflective practice through Action research and stronger ties to the university community. University faculty will gain an appreciation of science education, increased understanding of the problems inherent in high school science education, stronger ties to the local science education community, and increased levels of interdisciplinary cooperation within the university. The project will also reach out to non-participating teachers and students in the state through summer professional development workshops, open access to lesson, units and chats via the Internet, and the distribution of a science activities manual.