Using Science Academies (USA) Project

Using STEM America（USA）是一个为期两年的Pathways项目，旨在研究利用非正式STEM学习机会提高加州帝国县英语学习者（ELL）学生科学素养的可行性。项目合作伙伴包括Rueben H.舰队科学中心和加州大学圣地亚哥分校（UCSD）。该项目的目标是支持教师为英语学习者开发非正式科学教育机会，与7-12年级的学生合作开展活动和展览，向社区成员提供学生制作的产品，并通过开发基于网络的教师工具来维持和传播活动。教师将与非正式科学教育专家，STEM专业人士和本科生合作，与7-12年级的学生一起开发和实施课程。为社区观众设计的活动和展览将用于帝国谷探索区，定于2013年秋季完成。 特别强调理解英语科学词汇框架和科学内容特定词汇，以帮助ELL学生用英语表达复杂的科学概念。该试点项目的项目成果包括一个全面的教师专业发展战略，学生开发的非正式科学活动和展览，一个项目网站，和多种教师资源（课程计划，如何指南，培训材料和社交网络工具）。教师将在夏季获得45小时的专业发展，并在学年期间提供额外的20小时支持。 加州大学圣地亚哥分校的雅各布工程学院将利用位于帝国谷的微电网观测站提供太阳能微电网培训。英语语言发展培训将由加州大学的专业发展研究所（UCPDI）提供，并解决语言目标在科学概念知识和语言发展中的作用;使用科学和语言来改善课堂提问/讨论;以及向英语学习者教授学术语言。舰队科学中心提供的培训的非正式科学教育部分将涉及提问策略、科学推理框架、向公众传播科学、用双手学习“高水平”的科学内容-该项目的设计建立在支持积极学习方法的研究基础上，这种方法反映了科学实践，是非正式科学学习的优势之一。环境.美国项目要解决的问题是：“非正式的STEM活动与嵌入式英语语言发展策略，可以帮助英语学习者的学生，以提高他们的英语语言能力和他们的兴趣STEM科目？“PI旨在确定教师对指导学生进行基于探究的非正式STEM教育的影响，评估学生的学业成果，并衡量社区对STEM和STEM职业的兴趣，理解和态度的变化。美国项目旨在帮助大约200名得不到充分服务的学生，并将促进至少400名其他学生、家长和其他农村社区成员的参与。预计该项目将导致教师主导的非正式STEM教育模式的发展，增加社区STEM学习机会，并发展教育机构网络，帮助连接正式和非正式STEM学习和学习环境。

Using STEM America (USA) is a two-year Pathways project designed to examine the feasibility of using informal STEM learning opportunities to improve science literacy among English Language Learner (ELL) students in Imperial County, California. Project partners include the Rueben H. Fleet Science Center and the University of California, San Diego (UCSD). The project's goals are to support teachers in the development of informal science education opportunities for English learners, partner with students in grades 7-12 to create activities and exhibits, deliver student-produced products to community members, and sustain and disseminate the activities through the development of web-based teacher tools. The teachers will work with informal science education experts, STEM professionals, and undergraduate students to develop and implement the program lessons with their 7-12 grade students. The activities and exhibits designed for community audiences will be used in the Imperial Valley Discovery Zone, slated for completion in fall 2013. Special emphasis will be placed on understanding English scientific word frames and science content specific vocabulary to help ELL students express complex scientific concepts in English. The project deliverables in this pilot project include a comprehensive teacher professional development strategy, student-developed informal science activities and exhibits, a project website, and multiple teacher resources (lesson plans, how-to guides, training materials, and social networking tools). Teachers will receive 45 hours of professional development during the summer with an additional 20 hours of support provided during the school year. UCSD's Jacob's School of Engineering will provide training on solar energy micro-grids using a micro-grid observatory to be located in Imperial Valley. English language development training will be provided by the University of California's Professional Development Institute (UCPDI) and address the role of language objectives in scientific conceptual knowledge and language development; using science and language to improve classroom questioning/discussion; and teaching academic language to English learners. The informal science education component of the training provided by the Fleet Science Center will address topics such as questioning strategies, scientific reasoning frameworks, communicating science to public audiences, and learning "high level" science content using hands-on approaches.The project design builds on research which supports an active learning approach that mirrors scientific practice and is one of the strengths of informal science learning environments. The question to be addressed by the USA Project is: "Can informal STEM activities with embedded English Language development strategies assist English learner students to increase their English language competency and their interest in STEM subjects?" The PI seeks to identify the impact that teachers have on guiding students in inquiry-based informal STEM education, evaluate the academic outcomes for students, and measure changes in community interest, understanding, and attitudes towards STEM and STEM occupations. The USA Project is designed to reach approximately 200 underserved students and will promote the participation of at least 400 additional students, parents, and other rural community members. It is anticipated that this project will result in the development of a model for teacher-led informal STEM education, increased STEM learning opportunities for the community, and the development of a network of educational institutions that helps to bridge formal and informal STEM learning and learning environments.