Intra-state Partnerships for Improved, Sustainable K-12 STEM Instruction in Remote Schools

项目编号：0742540主要研究者：Dean livelybrooks机构：俄勒冈大学标题：州内合作伙伴关系改善，可持续的远程学校K-12 STEM教学俄勒冈大学的GK-12项目在俄勒冈州东部和中部的农村学校建立了最先进的，探究驱动的科学课程。每年被选为GK-12研究员的UO化学和物理博士生将被分配到一所小学或中学担任“驻校科学家”。每年由他们的学校社区主办为期三到两周的住宿。他们将与课堂教师共同教授科学工具包，目标是持续使用工具包课程。这种针对教师的嵌入式专业发展，由GK-12研究员作为内容专家，将成为全州范围内的模式。GK-12研究员与UO的课程专家和指定学校的教师合作，将语言艺术和数学教学整合到科学课程中。此外，研究员领导动手科学工具包课程课堂活动，并开发与他们的研究概念相关的支持性课程。该项目将促进区域基础设施的发展，以补充科学工具包，并通过教室间和学校间的共享确保材料的成本效益。这个项目有三个特别重要的好处。首先，它建立了清晰的K-8科学课程，允许从一个年级到下一个年级的学习相关联，从而使学生更好地准备在高中学习科学。其次，该计划旨在对抗？科学教学取代？通过在探究式科学课程中整合适合年龄的数学和语言艺术教学。第三，该程序试图测试一个？远程模型?因此，大学在改善偏远学校的教学方面发挥着重要作用。

GRADUATE TEACHING FELLOWS IN K-12 EDUCATIONABSTRACTPROPOSAL #: 0742540PRINCIPAL INVESTIGATOR: Dean LivelybrooksINSTITUTION: University of OregonTITLE: Intra-state Partnerships for Improved, Sustainable K-12 STEM Instruction in Remote SchoolsThe University of Oregon GK-12 project establishes state-of-the-art, inquiry-driven science curricula in rural eastern and central Oregon schools. The UO chemistry and physics PhD students chosen annually to be GK-12 Fellows will each be assigned to an elementary or middle school to serve as a ?scientist-in-residence,? hosted by their school community for three, two-week-long stays each year. They will co-teach science kits alongside classroom teachers with a goal of sustained use of kit curricula. This embedded professional development for teachers, with the GK-12 Fellows as content experts, will serve as a statewide model. GK-12 Fellows work with curricula experts at UO and teachers at their assigned schools to integrate language arts and math instruction within the science curricula. In addition, Fellows lead hands-on science kit curricula classroom activities and develop supporting curricula conceptually related to their research. The project will seed the development of regional infrastructure to restock the science kits and ensure cost-efficient use of materials via inter-classroom and inter-school sharing. Three benefits of this program stand out as uniquely important. First, it establishes articulated K-8 science curricula, allowing learning to be correlated from one grade to the next, resulting in students better prepared to study science in high school. Second, the program seeks to counter the trend of ?science instruction displacement? by Fellow-piloted integration of age-appropriate math and language arts instruction within inquiry-based science lessons. Third, the program seeks to test a ?remote model? whereby universities play significant roles in improving instruction at remote schools.