Impacting K-12 Learning Environments

本教育研究提案是第一阶段的要求，为期3年的项目，以调查的影响， FoodMASTER（食品，数学和科学教学增强资源）在科学上的倡议方法 包括基础研究的学习环境。FoodMASTER倡议汇编了 旨在利用食物作为工具来教授基本研究方法以及科学和数学概念的项目， K-12学生拟议的研究项目侧重于开发多媒体资源材料， 培训K-12教师实施FoodMASTER方法。TL_IS项目将影响科学 通过创建课程和实施提供基线数据的方案， 关于FoodMASTER方法如何帮助幼儿了解自然和行为 生命系统和知识的应用，以延长健康的生活，所有的背景下，一个基本的 研究环境。调查的性质是从K-12的小样本中产生试点数据 教师和学生在阿巴拉契亚俄亥俄州，将奠定基础，为未来的工作。 该项目将证明，如果K-12学生从事动手，探究式学习活动， 使用食物作为教授基础科研概念的工具，那么学生将更好地准备， 展示和应用科学知识，了解临床和基础研究，以扩大健康 生活食物被选为教学工具，因为学生每天都会遇到食物， 有预先存在的背景经验，为学习新的科学材料和研究创造相关性 方法.此外，食物作为一种教学工具，有利于动手，调查为基础的课程，并允许 以跨学科的方法学习微生物学，化学，生物学，营养学和健康科学 沿着数学和其他科学相关的科目。知识和技能的发展， 受到这种方法的启发是无限的。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、控制变量、批判性思维、自我指导学习和团队建设的功能是 只是一些潜在的知识和技能发展领域的K-12学生使用这种方法。

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. Tl_is 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 ust a few of the potential knowledge and skill development areas for K-12 students using this method.