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Whereas traditional approaches to practicing science have been reductionist in nature - that is, the components or concepts of science have been studied in relative isolation - much of contemporary science applies a systems analysis approach towards the study of components and relationships of scientific systems. For example, at the Institute for Systems Biology (ISB), researchers are studying biological systems as a whole. Instead of analyzing individual components of a system (genes or proteins), systems biology analyzes an entire system such as the immune response by tracking connections between genes, proteins, and a system's behavior. Contemporary science not only requires more scientists and engineers, but scientists and engineers with an integrated knowledge of the sciences from across the disciplines. Such integration requires scientists to communicate and collaborate more effectively. At the same time, new advances in science require a citizenry with a more sophisticated knowledge of science that allows each person to make informed decisions.
The SEA Science project is piloting a model for training professional development providers to support a systems education approach to science in grades K-5. The SEA science project partners ISB Postdoctoral Fellows, Community Scientists, ISB's education staff - the Center for Inquiry Science (CIS) - with a cadre of 26 professional development providers from 13 elementary schools in the Renton School District. The professional development providers will participate in summer experiences that will (1) increase their knowledge of scientific processes of a systems analysis by participating in case-study discussions, lab tours, and hands-on activities lead by ISB Postdoctoral Fellows; (2) increase their knowledge of cross-disciplinary science content (i.e., earth, physical and life science) by participating in professional development that emphasizes scientific systems lead by Community Scientists; and (3) broaden their understanding of the school district's science curriculum while working with Community Scientists and CIS staff to identify imbedded examples of scientific systems.
In turn, during the academic year, the professional development providers will facilitate science-focused school-based professional development for classroom teachers. The school-based professional development will parallel a systems analysis approach to science in that it will (a) analyze students' science assessment data; (b) use the data to identify gaps in student achievement; and (c) identify instructional resources and strategies for addressing the gaps. With support from the Postdoctoral Fellows, Community Scientists, and CIS staff, as appropriate, the resources and strategies identified will incorporate the process of systems analysis into teaching and learning experiences and will emphasize scientific systems in the natural world.
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