Stimulating Young Scientists To Engage, Motivate and Synthesize (SYSTEMS)

刺激年轻科学家参与、激励和综合（系统）

• 批准号: 9255330
• 负责人: Georgia Hodges
• 金额: $ 10.8万
• 依托单位: UNIVERSITY OF GEORGIA
• 依托单位国家: 美国
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-07-01 至 2019-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9255330
• 关键词: 3-Dimensional; Achievement; Address; Adult; Affect; Attitude; Biological; Cardiovascular system; Child; Computer software; Development; Diabetes Mellitus; Discipline; Disease; E-learning; Educational Materials; Educational process of instructing; Effectiveness; Endocrine; Endocrine system; English Language; Ensure; Environment; Evaluation; Face; Feedback; Felis catus; Female; Future Teacher; Gender; Health; Healthcare; International; Knowledge; Language Arts; Learning; Logic; Mathematics; Measurable; Methods; Minority; Modeling; Muscle; Musculoskeletal; Nervous system structure; Obesity; Outcome; Performance; Phase; Primary School Faculty; Problem Solving; Process; Respiratory System; Role; Schools; Science; Science, Technology, Engineering and Mathematics; Scientist; Self Efficacy; Societies; Structure; Students; System; Teaching Materials; Technology; Testing; Thinking; Time; Underrepresented Students; Universities; Work; Youth; animation; base; body system; career; design; educational atmosphere; elementary school; experience; field study; fourth grade; gastrointestinal system; improved; instrument; learning materials; mathematical sciences; novel; outreach; programs; respiratory; scaffold; scientific literacy; skills; socioeconomics; teacher; third grade; three-dimensional modeling; underrepresented minority student; virtual reality

DESCRIPTION (provided by applicant): For the US to compete globally in science, technology, engineering and mathematics, dramatic improvements must be made in the problem-solving and higher order thinking skills of our youth, and more under-represented minority students must be encouraged to pursue careers in these fields. This project addresses those issues at the beginning of the student pipeline, elementary school, by testing the following hypothesis: Scientific literacy and development of higher order thinking skills will increase in third grade students taught basic biological concepts using immersive, inquiry-based digital learning environments that integrate mathematics and English & language arts learning objectives. This will be achieved by creating, field-testing, refining and evaluating interactive, inquiry-based digital learning environments in which students explore the basic structure, function and integration of the body's systems in health and disease. To engage the students in the learning process, a combination of 3D models, animations and embedded assessment items will be incorporated into these learning environments, in which the students will explore the organ systems of a healthy cat and then an obese cat with diabetes. In doing so, the students will be exposed not only to normal components of the body, but also will have the opportunity to see first-hand the deleterious effects of obesity and diabetes. As these environments are developed, our team will work with the teacher partners to create curricular materials that can be applied to the students' mathematics and English & language arts lessons. To determine whether this approach significantly improves student performance, self-efficacy and attitudes towards science, we will compare the results obtained with those from an equal number of students taught using traditional methods. During the first three years of this project when the learning environments are being created and field-tested, we will involve approximately 150 undergraduate science students at the University of Georgia who are participating in a well-established science outreach partnership program in which they work with elementary school teachers in schools having high proportions of under-represented minority students. Our ethos for developing these learning environments is as follows: problem solving is a skill, skills can be honed through practice, and the keys to solving problems and developing higher order thinking skills are scientific practices. Over this five-year project, 1,830 third grae students and 27 third grade teachers will participate, and the use of a logic model in the design of this project will ensure appropriate, measurable outcomes that will add significantly to the paucity of information currently available regarding the effects of technology on achievement in science, mathematics, and English & language arts in elementary schools.

描述（由申请人提供）：要使美国在全球竞争科学，技术，工程和数学上，必须在解决问题和更高阶段的年轻人思维能力中进行巨大改进，并且必须鼓励更多代表性的少数群体学生在这些领域从事这些领域的职业。该项目通过检验以下假设来解决学生管道开始时的这些问题：科学素养和高级思维能力的发展将在三年级学生中提高，使用沉浸式的，基于探究的数字学习环境来教授基本的生物学概念，以整合数学和英语和语言艺术学习目标。这将通过创建，现场测试，完善和评估基于互动的，基于询问的数字学习环境，在这些环境中，学生探讨身体在健康和疾病中身体系统的基本结构，功能和整合。为了让学生参与学习过程，将将3D模型，动画和嵌入式评估项目的组合纳入这些学习环境中，其中学生将探索健康猫的器官系统，然后探索患有糖尿病的肥胖猫的器官系统。这样一来，学生将不仅暴露于身体的正常成分，而且还将有机会亲眼目睹肥胖和糖尿病的有害影响。随着这些环境的发展，我们的团队将与教师合作伙伴合作，创建可以应用于学生数学以及英语和语言艺术课程的课程材料。为了确定这种方法是否会显着提高学生的绩效，自我效能和对科学的态度，我们将将获得的结果与使用传统方法教授的学生的结果进行比较。在该项目的前三年中，当学习环境创建和现场测试时，我们将在佐治亚大学的大约150名本科生科学专业的学生中，他们正在参加一项成熟的科学外展伙伴关系计划，他们与他们在学校中与小学不成比例不足的少数族裔学生的学校中与小学的教师一起工作。我们开发这些学习环境的精神如下：解决问题是一种技能，可以通过实践来磨练技能，解决问题和发展高级思维技能的关键是科学实践。在这个五年的项目中，将参加1,830名三名GRAE学生和27名三年级教师，并且在该项目的设计中使用逻辑模型将确保适当，可衡量的结果，这将大大增加有关技术对技术成就对科学，数学和英语和英语艺术在小学中的成就影响的信息。