Supporting Teachers and Encouraging Lifelong Learning: A Web-Based Integrated Science Environment (WISE)

支持教师并鼓励终身学习：基于网络的综合科学环境 (WISE)

• 批准号: 0128062
• 负责人: Marcia Linn
• 金额: $ 119.75万
• 依托单位: University of California-Berkeley
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-01-01 至 2005-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0128062&HistoricalAwards=false
• 关键词: Supporting; Teachers; Encouraging; Lifelong; Learning

The Web-based Integrated Science Environment (WISE)was founded in 1997 with a 3-year grant from the National Science Foundation.This invited proposal for an Accomplishment Based Renewal (ABR)describes planned WISE activities for 3 additional years at the current rate of funding.Our document conforms to the four-page ABR proposal limit;much more can be learned about WISE activities at http://wise.berkeley.edu.WISE capitalizes on the synergies between Internet connectivity and integrated science to advance our understanding of inquiry science instruction.In the first 3 years,WISE has created the following elements of inquiry:o The WISE learning environment that incorporates recent cognitive and social research and gives new authoring partnerships a headstart on effective inquiry designs.o Over 30 WISE projects that meet our design criteria and can be used by teachers everywhere.o The WISE mentored professional development model that guides teachers to implement inquiry practices.o WISE server technology that collects and stores both student work and teacher activities such as lesson plans, contributions to discussion, and reflection notes.o WISE Knowledge Integration Assessments that measure progress in inquiry and can be used to detect transfer from the topic where inquiry was taught to new topics.o WISE science, technology, and language literacy measures, and connections to standards-based measures of inquiry from NAEP,TIMSS,and state testing programs to establish broader impacts.The proposed ABR will research how these elements of inquiry instruction jointly contribute to sustained improvement of science learning.We prepare to address four research themes:(a)What is the longitudinal impact on students of one or more WISE projects?(b)What are typical trajectories of teachers from diverse schools (urban, rural,and suburban)who adopt inquiry practices such as WISE?(c)What value do new technologies for visualization and modeling, including our new grant of Palm technologies, bring to inquiry instruction with WISE? And (d)How do Curriculum Design Partnerships progress in response to the design review and classroom trials of their curriculum projects? Establishing and sustaining technology-enhanced inquiry science instruction requires a powerful learning environment that takes advantage of cognitive and social research as well as effective professional development,rigorous design of urriculum and assessments,and continuous monitoring of student progress. Our research will characterize trajectories of teachers as they adopt WISE inquiry projects and identify ways to make professional development more effective.We will refine our design principles and test their effectiveness in guiding partnerships that design new WISE curriculum.We will incorporate emerging technologies into the WISE learning environment,adjust professional development practices,and test the effectiveness of these improvements on student learning. We will research the impact of WISE projects on students,both immediately and longitudinally,as a function of the expertise of the teacher and the extent of exposure to WISE projects. We will look specifically at the needs of diverse learners and identify ways to ensure that all students succeed in WISE. Proposed studies will inform the design of curricula,professional development,and science assessment. Our work will inform the setting of policy for equity and assessment.To communicate our findings,we plan a book-length monograph,research publications,and conference presentations, as well as workshops for teachers, netcourses, and extensive on-line materials. We have already attracted over 3000 teachers to join our web-based community. As participating teachers provide information about their customizations and insights into inquiry teaching,we expect this community to grow. We will connect teachers to mentors according to our WISE mentoring model for professional development. We appreciate the contributions of our advisory board over the past 3 years and have identified some continuing and some new advisors for the ABR. The longitudinal impact theme will be advised by Paul Holland,ETS,and will continue to draw on the methodological expertise of Mark Wilson, University of California, Berkeley; David Rogosa, Stanford University; Robert Linn, University of Colorado, and Lorrie Shepard, University of Colorado.The teacher trajectory theme will be advised by Jane Bowyer, Mills College;and Louis Gomez, Northwestern University who both have experience with urban systemic reforms. The value of new technologies theme will benefit form collaborations with CILT Post Docs Eric Baumgartner,Michelle Spitulnik,and Yael Kali;in addition,we will be advised by computer scientists Michael Clancy,UC Berkeley,and Elliot Soloway,University of Michigan;and by Nancy Songer,University of Michigan. The Curriculum Design Partnership theme will be advised by Philip Bell,University of Washington; Louis Gomez, Northwestern University; Roy Pea, Stanford University; and Nancy Songer, University of Michigan,all of whom bring experience in forming and sustaining partnerships.

基于Web的综合科学环境（WISE）成立于1997年，获得了国家科学基金会的3年赠款。该邀请提出基于成就的续订（ABR）的建议，描述了在当前的资金速度上以3年的额外筹款活动进行了计划的明智活动。我们的文档符合四页的ABR提案限制的互联网限制，可以在HTTP上启用WISE的互联网。在最初的三年中，Wise创建了以下探究要素：o在最新的认知和社会研究中结合新的认知和社会研究，并为有效的询问设计提供了新的探究伙伴关系。明智的服务器技术收集和存储学生的工作和教师活动，例如课程计划，对讨论的贡献和反思说明。提议的ABR会研究这些探究教学要素如何共同促进科学学习的持续改进。我们准备解决四个研究主题：（a）对一个或多个明智项目的一个或多个项目的学生的纵向影响是什么？新的棕榈技术授予，以明智的方式进行查询指导吗？ （d）课程设计合作伙伴关系如何回应其课程项目的设计评论和课堂试验？ 建立和维持技术增强的探究科学教学需要一个强大的学习环境，利用认知和社会研究以及有效的专业发展，对尿道和评估的严格设计以及对学生进步的持续监控。我们的研究将表征教师采用明智的探究项目的轨迹，并确定使专业发展更加有效的方法。我们将完善我们的设计原理并测试他们在设计新的明智课程的指导合作伙伴关系中的有效性。我们将将新兴技术融合到明智的学习环境中，调整专业发展实践，并测试这些改进的学生学习的有效性。我们将立即和纵向研究明智的项目对学生的影响，这是教师专业知识的函数以及对明智项目的接触程度。我们将专门研究各种学习者的需求，并确定确保所有学生在明智之举中取得成功的方法。拟议的研究将为课程，专业发展和科学评估的设计提供信息。我们的工作将为公平和评估的政策设定提供信息。为了传达我们的发现，我们计划了一本书的专着，研究出版物和会议演讲，以及为教师，NetCourses和广泛在线材料的讲习班。我们已经吸引了3000多名教师加入我们的基于网络的社区。随着参与的教师提供有关他们的自定义和探究教学见解的信息，我们希望这个社区能够成长。我们将根据我们的专业发展指导模型将教师与导师联系起来。 我们感谢过去三年来我们顾问委员会的贡献，并为ABR确定了一些持续的和一些新的顾问。 ETS的Paul Holland将为纵向影响主题提供建议，并将继续借鉴加利福尼亚大学伯克利分校的Mark Wilson的方法论专业知识；大卫·罗戈萨（David Rogosa），斯坦福大学；科罗拉多大学的罗伯特·林恩（Robert Linn）和科罗拉多大学大学的洛里·谢泼德（Lorrie Shepard）。教师轨迹主题将由米尔斯学院（Mills College）的简·鲍耶（Jane Bowyer）和西北大学的路易斯·戈麦斯（Louis Gomez）建议，他们都有城市系统改革的经验。新技术主题的价值将受益于与CILT POST DOCS ERIC BAUMGARTNER，MICHELLE SPITULNIK和YAEL KALI的合作；此外，计算机科学家Michael Clancy，UC Berkeley和UC Berkeley和Elliot Soloway将为我们提供建议。华盛顿大学的菲利普·贝尔（Philip Bell）建议课程设计合作主题；西北大学路易斯·戈麦斯；斯坦福大学的罗伊·豌豆；密歇根大学的南希·辛格（Nancy Songer）都带来了建立和维持伙伴关系的经验。