NSFAYS Project GUTS: Growing Up Thinking Scientifically

NSFAYS 项目 GUTS：科学思考成长

• 批准号: 0639637
• 负责人: Irene Lee
• 金额: $ 71.93万
• 依托单位: Santa Fe Institute
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-01-01 至 2010-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0639637&HistoricalAwards=false
• 关键词: NSFAYS; Project; GUTS; Growing; Up

The Santa Fe Institute, Massachusetts Institute of Technology, New Mexico Institute of Mining and Technology, New Mexico Supercomputing Challenge, Santa Fe school district, Santa Fe independent schools and several science-related businesses are collaborating to engage 200 middle school students (grades 6-8) and 40 teachers in out-of-school and summer activities, field trips, and workshops that promote place-based research into complex systems and computer modeling. The study systems include epidemiology, emergency egress, traffic flow, pollution and ecology. The project is targeting high-need students from underrepresented groups (particularly Hispanics and Native Americans) at a time when test scores show a dip in science and math proficiency. The program is adapting, field-testing, and disseminating ten instructional units that are designed for use by students in Project GUTS Clubs. The instructional activities are aligned with state math and science standards and benchmarks. The research plan is focused on understanding how middle school students integrate knowledge of complex systems and place-based learning into their conceptual view of the world. The formative and summative evaluation studies are collecting data on participant diversity, student learning and attitudes, teacher pedagogy and partnership sustainability.

圣达菲学院、麻省理工学院、新墨西哥州矿业与技术学院、新墨西哥州超级计算挑战赛、圣达菲学区、圣达菲独立学校和几家与科学相关的企业正在合作，吸引 200 名中学生（6-6 年级）参加。 8) 和 40 名教师参加校外和暑期活动、实地考察和研讨会，促进复杂系统和计算机建模的地方研究。 研究系统包括流行病学、紧急出口、交通流、污染和生态学。 该项目针对的是来自代表性不足群体（特别是西班牙裔和美洲原住民）的高需求学生，当时测试成绩显示科学和数学水平有所下降。该计划正在改编、现场测试和传播十个教学单元，这些单元是专为 GUTS 项目俱乐部的学生使用而设计的。 教学活动符合州数学和科学标准和基准。 该研究计划的重点是了解中学生如何将复杂系统和基于地点的学习知识整合到他们的世界观中。 形成性和总结性评估研究正在收集有关参与者多样性、学生学习和态度、教师教学法和伙伴关系可持续性的数据。