Innovation through Institutional Integration (I3): The Modeling Institute

通过机构整合进行创新（I3）：建模研究所

• 批准号: 0930109
• 负责人: Robert Page
• 金额: $ 124.5万
• 依托单位: Arizona State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-15 至 2014-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0930109&HistoricalAwards=false
• 关键词: Innovation; through; Institutional; Integration; I3

Arizona State University's (ASU) Innovation through Institutional Integration (I-3): The Modeling Institute integrates the efforts of its most successful NSF-sponsored initiatives in STEM teacher education and more: Modeling Physics (numerous NSF programs); Project Pathways (MSP); Professional Learning Community Resources (TPC); Project Learning through Engineering Design and Prime the Pipeline Project (ITEST); Ask-a-Biologist (NSDL); SMALLab (CISE & IGERT); Central Arizona-Phoenix Long-Term Ecological Research (CAP LTER); and MARS (NASA). The I-3 Modeling Institute focuses on the integrative theme of critical educational junctures at the middle grades level. The result of this I-3 effort is intended to be the production of 200 middle grades teachers with STEM endorsements through a program of study that integrates modeling as the core construct; development of ten STEM sustainability-themed master's level courses; persistence of these STEM teachers as professionals through the establishment of Scientific Villages (professional learning communities); STEM-net (a Phoenix area STEM teacher professional development network) and Ask-A-Scientist resources (a web-based portal for on-demand learning); and College For Kids (a summer camp for middle school students and practicum for nascent STEM middle grades teachers).The I-3 Modeling Institute draws upon ASU's seminal work in modeling and employs it as the integrative construct, connecting mathematics and scientific content through meaningful activity. The I-3 Modeling Institute's theory of action emanates from research studies that show the capacity to create models of scientific phenomena and to test those models is dependent on the development of mathematical ways of thinking about the phenomena, including the ability to make sense of patterns in data. Moreover, studies of student learning demonstrate that context is critical for coming to understand mathematical concepts and skills. This project incorporates cutting-edge research-based instructional and assessment methods, centered on Modeling Instruction in a sustainability context.Innovative aspects of the I-3 Modeling Institute include: recruiting and preparing a large number of in-service elementary teachers to become middle grades STEM teachers; infusing the modeling construct into a master's level STEM education program; integrating sustainability science as a problem-solving context in the science and mathematics courses; and coordinating across STEM departments, resulting in powerful linkages to research scientists as part of the STEM education learning community. The I-3 Modeling Institute supports the career trajectory of elementary school teachers towards a disciplinary specialization that enables them to enrich the educational experiences of middle school students. The I-3 Modeling Institute focuses on improving the learning of middle grades students, themselves. Research indicates that middle school is where interest in mathematics and science begins to wane, along with test scores and STEM career aspirations. I-3 Modeling Institute graduates are equipped with a toolbox of knowledge and skills to engage students in dynamic mathematics and science learning.The I-3 Modeling Institute, developed in partnership with two of the fastest growing school districts in Arizona, leverages the most successful aspects of each of the programs to be integrated in order to generate an enduring STEM certification and professional development program for elementary school teachers to become middle school science and mathematics teachers in urban Phoenix and rural Maricopa county schools. Ultimately, the partnership upon which this program rests is the nucleus for a vibrant STEM education community supporting ongoing professional development and collaborations among university researchers and secondary STEM educators.

亚利桑那州立大学（ASU）通过机构一体化（I-3）的创新：建模研究所将其最成功的NSF赞助的倡议的努力整合在STEM教师教育等等：建模物理学（许多NSF计划）；项目途径（MSP）;专业学习社区资源（TPC）；通过工程设计和启动管道项目（ITEST）进行项目学习； Ask-A-Biogist（NSDL）； Smallab（Cise＆Igert）;亚利桑那州中部 - 长期生态研究（Cap lter）；和火星（NASA）。 I-3建模研究所重点介绍了中层级别的关键教育关头的综合主题。 I-3工作的结果旨在通过将建模作为核心结构的研究计划来生产具有STEM认可的200名中级教师。开发十个以可持续性为主题的硕士课程的开发；通过建立科学村庄（专业学习社区），这些STEM教师的持久性是专业人士； STEM-NET（Phoenix Area STEM教师专业发展网络）和Ask-A Scientist资源（基于网络的按需学习的门户）；和儿童学院（中学生的夏令营和新生STEM中级老师的实习）。I-3建模研究所借鉴了ASU在建模方面的开创性工作，并将其用作综合构造，通过有意义的活动将数学和科学内容连接起来。 I-3建模研究所的作用理论源于研究的研究，该研究表明创建科学现象模型并测试这些模型的能力取决于数学思考现象的思维方式的发展，包括能够理解数据中模式的能力。 此外，对学生学习的研究表明，上下文对于了解数学概念和技能至关重要。 该项目结合了基于研究的教学和评估方法，以可持续性背景下的建模教学为中心。I-3建模研究所的创新方面包括：招募和准备大量服务的基础教师，以成为中级教师；将建模构建体注入硕士的STEM教育计划中；将可持续性科学纳入科学和数学课程中的解决问题的背景；并在STEM部门进行协调，从而与研究科学家建立了强烈的联系，这是STEM教育学习社区的一部分。 I-3建模学院支持小学教师的职业轨迹，使他们能够丰富中学生的教育经历。 I-3建模研究所的重点是改善中级学生的学习。 研究表明，中学是对数学和科学的兴趣以及考试成绩和STEM职业愿望的兴趣。 I-3建模研究所的毕业生配备了知识和技能工具箱，以吸引学生参与动态数学和科学学习。与亚利桑那州增长最快的学区合作开发的I-3建模研究所，利用了每个计划最成功的方面，以促进一项典型的学校教师，以使其成为一项持久的教师，以使其成为一项持久的STEM CELTEM教师，以使其成为源自的科学教师，以实现源自植物的教师，以实现源自植物的教师，以实现型号的教师，以实现源自的教师，以实现源自的教师，以实现源自的教学者，以实现源自的教师，以实现源自植物的培养基，并旨在成为型号的教师，以实现源自的型植物培养基。凤凰城和农村马里科帕县学校。 最终，该计划所依据的伙伴关系是一个充满活力的STEM教育社区的核心，该社区支持大学研究人员和次要STEM教育者之间的持续专业发展和合作。