Impacting K-12 Learning Environments

描述（由申请人提供）： 该教育研究提案是一个为期3年的项目的第一阶段要求，旨在调查FoodMASTER（食品，数学和科学教学增强资源）倡议方法对纳入基础研究的科学学习环境的影响。FoodMASTER计划是一系列旨在利用食物作为工具向K-12学生教授基本研究方法、科学和数学概念的计划。拟议的研究项目侧重于开发多媒体资源材料和培训K-12教师实施FoodMASTER方法。该项目将通过创建课程和实施方案来影响科学学习环境，这些方案将提供有关FoodMASTER方法如何帮助幼儿了解生命系统的性质和行为以及知识的应用以延长健康生命的基线数据，所有这些都在基础研究环境的背景下进行。调查的性质是从俄亥俄州阿巴拉契亚的K-12教师和学生的小样本中产生试点数据，为未来的工作奠定基础。 该项目将证明，如果K-12学生从事动手，探究式学习活动，使用食物作为工具来教授基础科研概念，那么学生将更好地准备展示和应用科学知识，并了解临床和基础研究，以延长健康的生命。食物被选为教学工具，因为学生每天都会遇到食物，因此有预先存在的背景经验，为学习新的科学材料和研究方法创造相关性。此外，食物作为一种教学工具，有利于动手，探究式的课程，并允许跨学科的方法来学习微生物学，化学，生物学，营养学，健康科学沿着数学和其他科学相关的科目。这种方法可以激发的知识和技能发展是无限的。测量和工具，数据收集，应用和推广，分类和组织，比较分析，数据解释，化学和物理变化，成分的功能，控制变量，批判性思维，自我指导学习和团队建设只是K-12学生使用这种方法的一些潜在知识和技能发展领域。

DESCRIPTION (provided by applicant): This educational research proposal is a Phase I request for a 3 year project to investigate the impact of the FoodMASTER (Food, Math, and Science Teaching Enhancement Resource) initiative approach on science learning environments which incorporate basic research. The FoodMASTER initiative is a compilation of programs aimed at using food as a tool to teach basic research methods, and science and math concepts to K-12 students. The proposed research project focuses on developing multimedia resource materials and training K-12 teachers in implementing the FoodMASTER approach. This project will impact science learning environments by creating curricula and implementing programming that will provide baseline data about how the FoodMASTER approach can prepare young children to understand the nature and behavior of living systems and the application of knowledge to extend healthy life, all within a context of a basic research environment. The nature of the investigation is to produce pilot data from a small sample of K-12 teachers and students in Appalachian Ohio that will lay the foundation for future work. The project will demonstrate that if K-12 students are engaged in hands-on, inquiry-based learning activities using food as a tool to teach basic scientific research concepts, then students will be better prepared to demonstrate and apply scientific knowledge and understand clinical and basic research to extend healthy life. Food was chosen as a teaching tool because students encounter food on a daily basis and therefore have preexisting contextual experience to create relevance for learning new science material and research methods. Additionally, food as a teaching tool is conducive to hands-on, inquiry-based lessons, and allows for an interdisciplinary approach to learning microbiology, chemistry, biology, nutrition, and health science along with math and other science-related subjects. The knowledge and skill development that can be inspired by this approach is limitless. Measurement and tools, data collection, application and generalizing, classifying and organization, comparative analysis, interpretation of data, chemical and physical change, functions of ingredients, controlling variables, critical thinking, self-directing learning, and team building are just a few of the potential knowledge and skill development areas for K-12 students using this method.