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) 通过机构整合进行创新 (I-3)：建模研究所整合了 NSF 在 STEM 教师教育等方面最成功的 NSF 资助计划的成果：建模物理（众多 NSF 项目）；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进行项目学习（ITEST）；询问生物学家 (NSDL)； SMALLLab（CISE 和 IGERT）；亚利桑那中心-菲尼克斯长期生态研究 (CAP LTER)；和火星（美国宇航局）。 I-3 建模学院专注于中年级关键教育时刻的综合主题。 I-3 项目的目标是通过一项以建模为核心构建的学习计划，培养 200 名获得 STEM 认可的中年级教师；开发十门以 STEM 可持续发展为主题的硕士课程；通过建立科学村（专业学习社区），让这些 STEM 教师保持专业人士身份； STEM-net（凤凰城地区 STEM 教师专业发展网络）和 Ask-A-Scientist 资源（基于网络的按需学习门户）； I-3 建模学院借鉴了亚利桑那州立大学在建模方面的开创性工作，并将其用作综合结构，通过有意义的方式将数学和科学内容联系起来活动。 I-3 建模研究所的行动理论源于研究，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思考现象的数学方法的发展，包括理解模式的能力在数据中。 此外，对学生学习的研究表明，背景对于理解数学概念和技能至关重要。 该项目融合了前沿的研究型教学和评估方法，以可持续发展背景下的建模教学为中心。I-3 建模学院的创新之处包括：招募和培养大量在职小学教师成为中级教师STEM 教师；将建模结构融入硕士水平的 STEM 教育计划中；将可持续性科学作为解决问题的背景纳入科学和数学课程中；跨 STEM 部门进行协调，从而与作为 STEM 教育学习社区一部分的研究科学家建立强大的联系。 I-3 建模学院支持小学教师走向学科专业化的职业轨迹，使他们能够丰富中学生的教育经历。 I-3 建模学院专注于提高中年级学生自身的学习水平。 研究表明，在中学阶段，人们对数学和科学的兴趣开始减弱，考试成绩和 STEM 职业抱负也随之减弱。 I-3 建模学院的毕业生配备了知识和技能工具箱，可让学生参与动态数学和科学学习。I-3 建模学院与亚利桑那州发展最快的两个学区合作开发，利用最成功的学区每个项目的各个方面都将得到整合，以便为小学教师提供持久的 STEM 认证和专业发展项目，使其成为菲尼克斯城市和马里科帕县农村学校的中学科学和数学教师。 最终，该计划所依赖的合作伙伴关系是充满活力的 STEM 教育社区的核心，支持大学研究人员和中学 STEM 教育工作者之间持续的专业发展和合作。