New, GK-12: Building Bridges: Integrating Mathematics, Science, and Engineering Education on the South Plains

项目编号：0742402首席研究员：Dominick CasadonteINSTITUTION: Texas Tech university标题：建设桥梁；在南平原整合数学、科学和工程教育该计划通过开发新颖的数学、工程和科学桥四重奏（MESBQ），为40名经验丰富的博士级科学、技术、工程和数学（STEM）研究生和40名中学STEM教师在跨学科环境中工作。其中一名GK-12科学或工程研究员和一名GK-12数学研究员将与相应的在职科学和数学教师合作。该小组将在一系列的暑期研修中形成，届时研究员的研究知识将传播给教师，为研究员提供教育学和学习理论方面的培训，并开发综合STEM课程模块。MESBQ项目的重点是丰富STEM博士生的教育，开发一种新的数学和科学教学课程方法，在高等教育和K-12机构内部和之间建立综合的数学/科学社区，并增强参与教师的数学和科学内容知识。更广泛地说，STEM研究生将了解STEM学科在研究中的相互联系。教师将在教学中加深对数学与科学关系的理解。K-12学生将受益于开发新的基于探究的综合课程模块。将招募来自代表性不足群体的研究员，并将重点放在与来自服务不足人口学校的教师合作上。结果将通过顶点会议在全国范围内传播，并制定可在全国范围内复制的模式。

GRADUATE TEACHING FELLOWS IN K-12 EDUCATIONABSTRACTPROPOSAL #: 0742402PRINCIPAL INVESTIGATOR: Dominick CasadonteINSTITUTION: Texas Tech UniversityTITLE: Building Bridges: Integrating Mathematics, Science and Engineering Education on the South PlainsThis program prepares forty experienced doctoral-level science, technology, engineering, and mathematics (STEM) graduate students and forty secondary STEM teachers to work in an interdisciplinary environment by developing novel Mathematics, Engineering, and Science Bridge Quartets (MESBQ), where a GK-12 Science or Engineering Fellow and a GK-12 Mathematics Fellow will partner with corresponding in-service science and mathematics teachers. The cohorts will form during a series of summer institutes, where the research knowledge of the Fellows will be disseminated to the teachers, training in pedagogy and learning theory will occur for the Fellows, and integrated STEM curriculum modules will be developed. The focus of the MESBQ project is to enrich the education of STEM doctoral students, to develop a novel curricular approach to mathematics and science instruction, to build integrated math/science communities within and between higher education and K-12 institutions, and to enhance the mathematics and science content knowledge of teacher participants. More broadly, the STEM graduate students will gain an appreciation for the interconnectedness of the STEM disciplines in research. The teachers will develop an enhanced understanding of the relationship of math and science in their teaching. The K-12 students will benefit through the development of new inquiry-based integrated curriculum modules. Fellows from underrepresented groups will be recruited and an emphasis will be placed on working with teachers from schools with underserved populations. Results will be disseminated nationally through a capstone conference and a model developed that can be replicated across the nation.