Three Minute Learning: astounding places, incredible science, inspirational people

这个拟议的项目支持科学技术委员会公众参与战略的五个关键领域，详见“支持理由”。“三分钟学习”是一家社会企业，旨在让年轻人接触科学，提高他们的读写能力。我们建议将我们的免费在线资源3ml扩展到课堂之外，让新的受众使用。开发3ml最初是为了帮助克服不良读者的学习劣势，通过外部评估，3ml已经显示出对所有小学生的兴趣和前沿科学的启发。3ml含量的大部分是针对小学高年级和初中学生的。小到8岁的学生都在使用它，我们目前正在努力让这些更小的孩子也能使用它。结合内置到3ml的短，可读的科学文章与活动，提高理解，识字和回忆是独一无二的。3ml在学校非常受欢迎。在开发过程中，已有数千名学生使用了它，引起了教师的极大热情。应苏格兰学校教育研究中心（SSERC）的邀请，我们为教师们举办了一个研讨会，物理学主任格雷戈尔·斯蒂尔（Gregor Steele）在提供反馈时说：“3ml本身就非常受欢迎，更不用说不涉及实验工作的会议了。”我们建议在这个项目中把重点放在处境不利地区的学校、被照顾和收养的儿童以及需要额外支助的儿童。我们将加强3ml的功能，帮助那些挣扎的孩子。我们将加强故事库，增加针对低龄儿童的故事。我们建议在3ml内建立一个新的图书馆，特别是关于英国各地的STFC站点，并确保我们写的故事被使用，特别是8至13岁的学童，重点是那些在功课上挣扎的孩子。更有成就的学生也会在STFC网站、人物、科学和工程上创作的丰富多样的文章中找到很多让他们感兴趣的东西。我们建议在每个英国STFC实验室花费一到三天的时间（取决于现场人员的时间和可用性）。在探索科学和工程的同时，我们将尝试涵盖尽可能广泛的角色，以便在3ml的职业部分中包含。我们将为每个实验室和在那里工作的人制作一个STFC故事选集。课程内容的设计将满足孩子们的兴趣，而不是直接为课程服务，尽管每个故事上的课程标签将使教师能够随时找到与他们正在教授的主题相关的故事。通过我们在学校的联系，我们将与部门主管、教牧关怀和特殊需要教师合作，使STFC的故事在学校内外都得到使用。社交媒体和电脑游戏的一些功能已经内置到3ml中。事实证明，这些游戏在不习惯成功的孩子中很受欢迎，因为参与和成就一样能获得分数。我们将加强和发展这些功能。

This proposed project supports the five key areas of the STFC public engagement strategy, as detailed, point by point, in the Case for Support. Three Minute Learning is a social enterprise set up to engage young people with science and to improve literacy. We propose to extend beyond the classroom and to new audiences the use of our free online resource 3ml. Developed originally to help overcome poor readers' learning disadvantages, 3ml has been shown, by external evaluation, to interest and inspire all school pupils with cutting-edge science. The majority of 3ml content is aimed at upper primary and lower secondary school pupils. It has been used by pupils as young as 8, and we are currently working to make it more accessible to these younger children.The combination built into 3ml of short, readable science articles with activities that improve understanding, literacy and recall is unique. 3ml has been very well received in schools. During development, several thousand pupils have used it, generating considerable enthusiasm among teachers. Providing feedback on a workshop we delivered to teachers at the invitation of the Scottish Schools Education Research Centre (SSERC), Head of Physics Gregor Steele said: "3ml has been exceptionally well received in its own right, let alone for a session that did not involve experimental work."We propose to concentrate, in this project, on schools in areas of disadvantage, on looked-after and adopted children, and on those with additional support needs. We will strengthen features of 3ml that help children who struggle. We will enhance the story library with stories aimed at younger children.We propose to develop a new library within 3ml, specifically about STFC sites around the UK and to ensure that the stories we write are used, in particular, by schoolchildren in the age group 8 to 13, with a focus on children who struggle with schoolwork. More accomplished pupils will also find plenty to interest them in the rich variety of articles we will create on STFC sites, people, science and engineering.We propose to spend one to three days - depending on site personnel time and availability - at each UK STFC Laboratory. While exploring the science and engineering, we will attempt to cover as wide a range of roles as possible, for inclusion in the Careers section of 3ml. We will create an STFC anthology of stories on each laboratory and the people who work there. Content will be designed to hold children's interest, rather than directly serve the curriculum, although curriculum tags on each story will enable teachers to find those relevant to the topic they are teaching at any time. Using our contacts in schools, we will work through heads of departments, pastoral care and special needs teachers to get the STFC stories used both in and out of school.Some features from social media and computer games are already built into 3ml. These have proven popular with children unused to success, as points are gained for engagement as much as for achievement. We will enhance and develop these features.