PAGES (Progressing through the Ages: Global climate change, Evolution, and Societal well-being)
页面(历代进步:全球气候变化、进化和社会福祉)
基本信息
- 批准号:9096462
- 负责人:
- 金额:$ 26.55万
- 依托单位:
- 依托单位国家:美国
- 项目类别:
- 财政年份:2016
- 资助国家:美国
- 起止时间:2016-05-05 至 2021-04-30
- 项目状态:已结题
- 来源:
- 关键词:AddressAgeAmericanAnimalsAreaBackBiological ProcessBiologyClimateCollaborationsDevelopmentDevelopment PlansEcologyEcosystemEducationEducational CurriculumEducational process of instructingEnvironmentEvolutionFaceFacultyFaculty WorkshopFuture TeacherGeneral PopulationGenerationsGenomicsGlobal ChangeGoalsHealthHeelHome environmentHousingHumanHuman ActivitiesIllinoisInsect VectorsInstitutesK-12 EducationK-12 FacultyKnowledgeLearningLinkMedicalMicrobiologyNeurosciencesNext Generation Science StandardsParentsPerformancePersonal SatisfactionProblem SolvingProcessRecording of previous eventsResearchRestRoleSchoolsScienceScientistSeriesShapesSocietiesStudentsTeacher Professional DevelopmentTimeUniversitiesVariantVector-transmitted infectious diseasebaseclimate changecurriculum developmenteducation researchempoweredexpectationexperienceimprovedinnovationlearning progressionmeetingsnovelpedagogical contentprogramspublic health relevanceresearch and developmentschool districtscience teacherteacher
项目摘要
DESCRIPTION (provided by applicant): Progressing through the Ages: Global change, Evolution, and Societal well-being is an ambitious curriculum development and teacher education program that will increase teachers' and students' knowledge of the processes of climate change and evolution that shape ecosystems. This effort is aligned to the newly released Next Generation Science Standards (NGSS), which place heavy emphasis on ecology, evolution, and climate change. Knowledge of these biological processes is crucial to addressing many modern health challenges and societal problems. While almost two-thirds of the U.S. public (63%) believe that the earth is warming, but only 48% believe this is due to human activities (Leiserowitz, Maibach, Roser-Renouf, et al., 2015). Similarly, many Americans (33%) reject the idea humans share an evolutionary history with other animals (Pew Research Center, 2013). Teachers themselves often lack content knowledge in these areas. However, the NGSS sets numerous rigorous performance expectations in these areas at all grade levels across K-12 education. The NGSS performance expectations build on one another over time. Hence, K-12 teachers are tasked with developing new, in-depth curriculum materials that integrate across grade levels in areas of science where they may face skeptical parents/students and where they themselves may lack critical content knowledge. PAGES proposes to merge (a) a curriculum development program that spans K-12, centered on the NGSS and research being done at the University of Illinois, with (b) a rigorous professional development plan integrating the NGSX platform to teach critical content and pedagogical knowledge to teams of teachers spanning K-12. PAGES' long-term goal is to empower K-12 teachers to use high quality curriculum units that are integrated across grade-levels so that students continue learning critical concepts over time in order to meet the performance expectations established in the NGSS. PAGES will create a series of eight 2-4-week coherent units that will enable school districts to readily align their curriculum with the NGSS. Additionally, PAGES will increase teacher content knowledge in evolution and climate change, empowering teachers to teach these subjects with confidence. A key innovation of PAGES is to highlight links between ecology/evolution/climate change and human health/societal well-being. These include the links between (a) insects, vector-borne disease, and ecological interactions and (b) phenotypic variation and evolution as a function of differing environments. PAGES will help create a new generation of students that understands the biology underlying many problems facing our society and will motivate them to help solve these problems.
描述(由申请人提供):历代进步:全球变化、进化和社会福祉是一项雄心勃勃的课程开发和教师教育计划,将增加教师和学生对气候变化和进化过程的了解,这些过程塑造了气候变化和进化的过程。这项工作符合新发布的下一代科学标准(NGSS),该标准高度重视生态学、进化和气候变化,而这些生物过程的知识对于解决许多现代健康挑战和社会问题至关重要。三分之二的美国公众 (63%) 认为地球正在变暖,但只有 48% 的人认为这是人类活动造成的(Leiserowitz、Maibach、Roser-Renouf 等人,2015 年),许多美国人 (33%) 也同样如此。拒绝人类与其他动物共享进化历史的观点(皮尤研究中心,2013 年)。然而,NGSS 在这些领域设定了许多严格的绩效期望。因此,随着时间的推移,K-12 教师的任务是开发新的、深入的课程材料,以整合他们可能面临怀疑的跨年级的科学领域。 PAGES 提议将 (a) 涵盖 K-12 的课程开发计划(以 NGSS 和伊利诺伊大学正在进行的研究为中心)与 (b) 严格的计划合并。职业发展计划整合NGSX 平台向 K-12 的教师团队教授关键内容和教学知识,PAGES 的长期目标是让 K-12 教师能够使用跨年级的高质量课程单元,以便学生继续学习关键知识。随着时间的推移,为了满足 NGSS 中设定的绩效预期,PAGES 将创建一系列为期 2-4 周的连贯单元,使学区能够轻松地将其课程与 NGSS 保持一致。此外,PAGES 还将增加。 PAGES 的一个关键创新是强调生态/进化/气候变化与人类健康/社会福祉、昆虫、媒介传播疾病之间的联系。 ,以及生态相互作用和(b)表型变异和进化作为不同环境的函数将有助于培养新一代学生,他们了解我们社会面临的许多问题的生物学原理,并激励他们帮助解决问题。这些问题。
项目成果
期刊论文数量(0)
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{{ truncateString('BARBARA HUG', 18)}}的其他基金
PAGES (Progressing through the Ages: Global climate change, Evolution, and Societal well-being)
页面(历代进步:全球气候变化、进化和社会福祉)
- 批准号:
9269643 - 财政年份:2016
- 资助金额:
$ 26.55万 - 项目类别:
Project NEURON (Novel Education for Understanding Research On Neuroscience)
NEURON 项目(理解神经科学研究的新颖教育)
- 批准号:
8106217 - 财政年份:2009
- 资助金额:
$ 26.55万 - 项目类别:
Project NEURON (Novel Education for Understanding Research On Neuroscience)
NEURON 项目(理解神经科学研究的新颖教育)
- 批准号:
8309169 - 财政年份:2009
- 资助金额:
$ 26.55万 - 项目类别:
Project NEURON (Novel Education for Understanding Research On Neuroscience)
NEURON 项目(理解神经科学研究的新颖教育)
- 批准号:
8337455 - 财政年份:2009
- 资助金额:
$ 26.55万 - 项目类别:
Project NEURON (Novel Education for Understanding Research On Neuroscience)
NEURON 项目(理解神经科学研究的新颖教育)
- 批准号:
8496888 - 财政年份:2009
- 资助金额:
$ 26.55万 - 项目类别:
Project NEURON (Novel Education for Understanding Research On Neuroscience)
NEURON 项目(理解神经科学研究的新颖教育)
- 批准号:
7944012 - 财政年份:2009
- 资助金额:
$ 26.55万 - 项目类别:
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