Strategies: Community Science Investigators

社区科学调查员(CSI)是ITEST Strategy的一个项目，该项目将密苏里州植物园和麻省理工学院结合在一起，为360名中学青年和36名校外教师提供为期一年的以职业为重点的技术体验。通过CSI，来自圣路易斯和波士顿的参与者将学习应用地理空间、模拟和通信技术来解决与环境和保护相关的问题。CSI是建立在一个为期一年的项目上的，该项目分为三个阶段：学生？参与模拟游戏，学生们？使用地理信息系统(GIS)软件调查环境问题，最后是学生？参与基于技术的服务学习项目。第一阶段的核心是增强现实？(Ar)模拟游戏。在这些游戏中，学生们将借助一台支持地理空间的手持计算机在他们所在社区的一个区域导航，并在航拍照片上显示他们的实时位置。每个AR游戏都要求学生调查现实生活中的科学挑战。在整个游戏中，学生们整合信息，并根据证据进行论证。整个过程是在STEM专业人员的角色下进行的。在模拟体验结束后，学生将借助地理信息系统(GIS)软件和相关资源，如遥感图像，调查真实的社区环境问题。两个核心项目领域，水质研究和入侵物种管理，将指导学生？使用增强现实游戏和地理空间工具工作。从那时起，CSI团队将得到指导，要么扩展这些研究，要么扩展到新的调查领域。在他们日益增长的兴趣和能力的基础上，学生(以及他们的老师作为导师)将通过服务性学习项目将他们的技术技能和对环境科学内容的理解能力提高。这些项目应该为学生提供获得技术技能的机会，并激励他们在STEM领域进一步学习。在项目的最后阶段，学生们将创建原创的增强现实游戏，以整合他们不断发展的科学和技术能力。CSI的学生工作将得到学校教师的支持，每个教师都将参加124小时的专业发展体验，重点是STEM职业的青年指导、持续的学生调查和使用先进的技术工具。

Community Science Investigators (CSI) is an ITEST Strategies project that brings together the Missouri Botanical Garden and the Massachusetts Institute of Technology in offering year-long, career-focused technology experiences for 360 middle school youth and 36 teachers in an out-of-school setting. Through CSI, participants from St. Louis and Boston will learn to apply geospatial, simulation, and communication technologies as they address environmental and conservation-related issues. CSI is built on a year-long program which has three phases: students? engagement in the simulation games, students? investigation of environmental issues using geographic information system (GIS) software and finally students? involvement in technology based service learning projects. The first phase centers on ?augmented reality? (AR) simulation games. In these games, students will navigate an area in their community with the help of a geospatially-enabled handheld computer, with their real-time location shown on an aerial photograph. Each AR game challenges students to investigate a real-life scientific challenge. Throughout the game, students integrate information, and develop an argument based on evidence. This entire process is undertaken in the assumed role of a STEM professional. After the experience in simulation, students will investigate authentic community environmental issues with the help of geographic information system (GIS) software and related resources, such as remote sensing imagery. Two core project domains, water quality studies and management of invasive species, will guide students? work using the augmented reality games and the geospatial tools. From there, CSI teams will be guided to either extend these studies or branch out into new areas of inquiry. Building on their growing interest and competence, students (and their teachers as mentors) will apply their technology skills and improved content understanding in environmental sciences through service-learning projects. These projects are supposed to provide opportunities for students to acquire technological skills, and motivation for further study in STEM fields. In the final phase of the project students will create original augmented reality games to integrate their developing scientific and technological competence. The student work in CSI will be supported by teachers from their schools, each of whom will participate in a 124-hour professional development experience focusing on youth mentoring for STEM careers, sustaining student inquiry, and using advanced technological tools.