Continuing GK-12: Learning About Where We Live: Marine Science for Oregon's Coastal Schools

提案#：0638731 PRINCIPAL调查员：Alan Shanks INSTITUTION：Oregon University of Oregon，Eugene TITLE：继续GK-12：了解我们生活的地方：俄勒冈沿海学校的海洋科学这是一个继续项目，重点是吸引俄勒冈海洋生物研究所(OIMB)研究生GK-12研究员为小学生(K-6年级)提供有针对性的指导，并在STEM内容方面为教师提供专业发展。STEM教育将通过介绍利用加州大学伯克利分校开发的海洋活动、资源和教育(MARE)课程并以其为基础的海洋和水生科学来加强。这项建议的智力价值包括一个目标，即永久提高教师对科学内容的理解，以及他们使用探究和科学方法教授STEM科目。暑期工作坊将使学员熟悉MARE课程，并为K-6班级的教学提供实用的教学知识，并了解俄勒冈州的标准体系。将在每个学区培养一名主要教师干部，作为研究员的导师和该学区其他教师的支持。这一项目的更广泛影响包括发展更持久的大学/K-12关系；GK-12研究员发展教学、沟通和团队建设技能；研究员有机会获得K-12教学社区的知识和经验；以及与教职员工、研究员和教师形成工作伙伴关系。教师和他们的学生将获得许多好处，包括最新的科学信息，通过基于探究的调查获得真正的科学经验，以及接触到工作中的科学家。此外，所有参与者都将加强与他们生活的社区的联系。

PROPOSAL #: 0638731PRINCIPAL INVESTIGATOR: Alan ShanksINSTITUTION: University of Oregon, EugeneTITLE: Continuing GK-12: Learning about where we live: Marine Science for Oregon Coastal SchoolsThis is a continuation project focused on engaging Oregon Institute of Marine Biology (OIMB) graduate GK-12 Fellows in providing targeted instruction to elementary students (grades K-6), and professional development to teachers in STEM content. STEM education will be enhanced through the presentation of marine and aquatic sciences utilizing and building upon the Marine Activities, Resources, and Education (MARE) curriculum developed at the University of California Berkeley. The intellectual merit of this proposal includes a goal to permanently improve teacher's understanding of science content, and their use of inquiry and the scientific method to teach STEM subjects. Summer workshops will familiarize Fellows with the MARE curriculum and provide practical pedagogic knowledge for teaching in K-6 classes, and an understanding of the Oregon based standards system. A MARE Lead Teacher cadre will be developed in each school district that will act as mentors for the fellows and as support for other teachers in the district. The broader impact of this project includes the development of a more permanent University/K-12 relationship; the development of teaching, communication, and team-building skills by the GK-12 Fellows; the opportunity for Fellows to gain knowledge and experience of the K-12 teaching community; and the formation of working partnerships with faculty, Fellows, and teachers. Teachers and their students will accrue a number of benefits including up to date scientific information, experiences with real science via inquiry-based investigations, and exposure to working scientists. In addition all participants will strengthen their connection with the community in which they live.