Overcoming the scientific divide - Aaron Reedy

跨越科学教育的鸿沟 - 亚伦·伦迪

24,274 views ・ 2013-06-20

TED-Ed


请双击下面的英文字幕来播放视频。

翻译人员: Binglei Shea 校对人员: Boxi Sun
00:05
When I look at science education,
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当我去审视科学教育的时候,
00:07
I see a divide.
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我发现了一条鸿沟。
00:09
I see a divide between
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这是一条
00:10
doing science
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进行科学研究
00:11
and learning science.
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与学习科学知识之间的鸿沟。
00:12
And now if you're a kid in that system of education,
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现在如果你是一名正在这个系统下接受教育的孩子
00:15
and you want to do science,
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并且你想要从事科学研究,
00:17
you want to do authentic research,
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你想要做真正的研究
00:19
you may have to wait a long time for that
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那么你可能需要为此等待很长的时间。
00:21
because the first moment
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因为
00:22
in our system of science education
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在我们的科学教育体系中
00:24
where we universally expect students to do science
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我们普遍认为学生直到进入研究生院后
00:27
often doesn't come until graduate school.
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才会第一次真正开始进行科学研究。
00:29
And this is what sets up the divide.
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而这就是鸿沟产生的根源。
00:31
It sets up a divide between teachers and scientists,
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它造成了教师和科学家之间的鸿沟,
00:34
and it sets up a divide in general
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通常也会造成学习科学知识和进行科学研究
00:36
between learning science and doing science.
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之间的鸿沟。
00:39
But I think we can overcome this divide
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但我认为如果教师和科学家们可以精诚合作,
00:41
if teachers and scientists work together.
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我们是可以跨过这一鸿沟的。
00:43
And I think teachers are uniquely positioned
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并且我认为教师所处的独特位置使得他们
00:45
to reach out to scientists
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能够去与科学家接触
以促成这件事
00:47
and make this happen.
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00:48
In my own classroom,
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在我自己的课堂里,
00:50
I've had some success with this model.
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我有一些利用此模型成功的案例。
00:52
And so I'd like to use my own experiences
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所以想要用我自己的经验
00:54
to kind of illustrate
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来说明
00:55
how an individual teacher can reach out to scientists
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一个老师是如何联合科学家们
00:58
and make more science happen in their classrooms.
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并在教室里开展更多的科学研究的。
01:01
I had the opportunity to develop
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我曾有机会来开发
01:04
my own professional development program
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我自己的职业发展计划,
01:06
in the summer through an organization
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那是在夏天的时候,通过一个叫
01:08
called Fund for Teachers.
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”教师基金“的组织完成的。
01:10
The way they work is they're kind of like
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他们的工作的方式有点像
面向教育工作者的风险资本家。
01:12
venture capitalists for educators.
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01:14
You go to them with an idea and you say,
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你带着想法去找他们,你说
01:16
'Hey, this is going to make me a better teacher.
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“ 嘿,我有个主意,能让我成为更好的老师。
01:18
This is going to help my students learn.'
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这将帮助我的学生学习。”
01:20
And if they like your idea and they're able,
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如果他们喜欢你的想法并且有能力,
01:22
they fund it, and they make that idea happen for you.
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那么他们就会资助你去实现你的想法。
01:25
So, the idea that I pitched to them
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所以,我给他们的
01:27
was an idea that would get me doing more science
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是一个让我能做更多科学研究的想法
01:31
because that was important to me.
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因为这对我很重要。
但对我同等重要的是
01:33
But it was also important to me
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01:34
that I do it in such a way
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我能够通过我所做的
01:36
that it would capture the imagination of my students.
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激发我的学生们的想象力。
01:39
So, the idea that I pitched to them
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所以,我给他们的想法
01:41
was a thousand-mile expedition on the Mississippi River
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是一个在密西西比河上一千英里的探险
01:44
to gather data on nutrient pollution.
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来收集富营养化污染的数据。
01:46
And for 27 days that summer,
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在那27 个夏日里,
01:49
I was immersed in the process of doing science
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我沉浸在在这个星球上最为宽广的河流上
01:51
on one of the mightiest rivers on the planet.
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做科学研究的过程中。
01:54
When we would come ashore,
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在每天划行六到十个小时之后
01:55
after paddling six to ten hours a day,
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我们行将靠岸,
01:58
we would set up a temporary lab,
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我们当时准备搭建一个临时的实验室,
01:59
and we'd conduct water tests.
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并准备进行水质测试。
02:02
In prepping for this,
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在为此做准备的过程中,
02:03
I quickly realized how poorly my own education
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我很快意识到我自己接受过的教育
02:06
had prepared me to do science
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对于教会我如何从事这种性质和范围的科学研究
02:08
of this nature and of this scope.
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几乎毫无帮助。
02:10
So, what I did was I reached out to experts.
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所以,我去找了专家。
02:13
I just simply looked through journals,
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我就是简单的翻看了一些期刊,
02:14
and I found who was the leading experts
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了解了谁是主要河流富营养化污染
02:16
in nutrient pollution in major rivers,
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这一领域的顶尖专家,
02:18
and I started firing off emails with questions.
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然后,我开始接二连三的把问题用电子邮件发送出去。
02:21
And I was astounded at the responses I got.
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当我得到回复的时候,我自己都很惊讶。
02:24
Scientists responded thoroughly,
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科学家们都详细的回复了我,
02:26
and they were genuinely interested
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并且他们都真心乐于帮助我更好地进行
02:27
in helping me do better science.
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科学探究。
02:30
So, I kind of put that information in my back pocket
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所以,我意识到在将来
02:32
that professional scientists were a resource
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这些专业的科学家是一个
02:34
that I could draw from.
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我可以获取的资源。
02:36
When I went back to my classroom in the fall,
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秋天,当我回到我的教室,
02:38
my students were able to use the same methods
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我的学生都能使用我夏天学到的
02:41
that I had learned in the summer
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相同的方法
02:42
on a river in their own back yard, the Chicago River,
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在他们后院附近的芝加哥河上
02:45
to do real science.
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来进行真正的科学研究了。
02:46
And I could see this breakdown of the barrier
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我发现在做科学研究和学习科学知识之间
02:49
between doing science and learning science,
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的这个障碍被打破了。
02:50
and it was happening in my classroom,
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而它就发生在我的教室里。
02:52
and I wanted more of it.
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我希望看到更多这样的事。
02:53
So, the next summer, I reached out to scientists again.
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所以,第二年夏天,我再次向科学家们求援。
02:57
And I pretty quickly came across
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并很快找到
02:59
an evolutionary ecology lab at Iowa State.
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一个在爱荷华州的进化生态学实验室。
03:02
And they shared my philosophy
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他们和我同样认为
03:04
that there should be no separation
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在做科学研究和
03:06
between doing science and learning science.
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学习科学知识之间不应有差距。
03:08
They worked on turtle reproduction,
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他们的工作是研究海龟繁殖,
03:10
specifically how climate change
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尤其是气候变化
03:12
affects the evolution of turtle reproductive behavior,
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如何影响海龟的生殖行为的演变,
03:15
and they worked on an island in the Mississippi River.
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他们在密西西比河的一个小岛上工作。
03:18
So, I was thrilled again to be out
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所以,我很高兴的在另一个夏天
03:20
on the river for another summer.
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故地重游。
03:22
But, because they shared my believes on education,
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但因为他们与我在教育方面有共同的想法,
03:24
we were able to bring high school students out there
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我们也得以每次把高中学生也带过去
03:26
for two weeks at a time
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两个星期
03:27
and turn them loose
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让他们自由的选择
03:28
on their own authentic research projects
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去完成他们自己的
03:30
on the biology of turtles,
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有关海龟
03:31
snakes,
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蛇,
03:32
lizards.
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蜥蜴的生命机理的研究项目。
03:33
And, in that experience,
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在这次经历中,
03:35
working side by side with people
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一道工作的人们
03:37
at all different stages of their academic career,
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都处于他们学术生涯的不同阶段。
03:40
we had the high school students working beside undergrads,
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我们在一起工作的有本科生,高中学生
03:42
working beside graduate students,
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研究生,
还有专家。
03:44
working beside professionals.
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03:45
I left that experience absolutely convinced
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我通过这段经历完全相信
03:48
that this is the right way to teach science,
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这才科学教育的正确方法,
03:50
with no separation between doing science
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才能做到让做科学研究和
03:53
and learning science.
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学习科学知识有机结合。
03:55
I continued to keep up my relationships
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我一直保持着与
03:57
with these scientists,
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这些科学家们的关系,
03:58
and I got to the point where I wanted to try something new,
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这使我意识到是时候尝试那些新的,
04:01
something that hadn't been done before.
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以前没做过的事情了。
04:03
I wanted to bring those kinds of science experiences
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我想要把那些我们与孩子们一起
04:06
that we were having with kids out at the river,
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在河边进行科学实验的经历
04:09
and I wanted to put those into our classroom.
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都带进我们的教室。
04:11
And it was important to me
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它对我很重要
04:12
that it wasn't simply a one-off
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这不是仅仅是那种一次
04:15
or a one-day special field trip.
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或一天的特殊实地考察。
04:17
I wanted this kind of science
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我想让这样的科学方法
04:19
to be a part of the everyday science curriculum
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成为日常科学课程的一部分
04:21
for an entire school year.
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并贯穿整个学年。
04:24
So, as we were thinking of this,
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如我们所想,
04:25
in planning for how we could make this happen realistically,
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为了规划如何让这些愿望成为现实,
04:29
we reached out to the National Science Foundation,
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我们与国家科学基金会取得联系
我们申请了一个名为“教师科研经验”项目的补助金
04:32
and we applied to a Research Experience for Teachers grant,
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04:35
or the RET.
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简称RET。
04:36
And now, teachers have to partner
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现在,教师们必须与
04:38
with a researcher who is already supported by the NSF
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一位已经获得国家科学基金会资助的研究员合作
04:42
to apply for this grant,
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来申请这项补助。
04:43
but I think that just gives you one more great excuse
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但我认为这只是多给了你一个冠冕堂皇的借口
来与一个科学家合作。
04:46
to partner with a scientist.
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04:47
And what we did is we used our NSF funding
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而我们则用国家教育基金会的资助
04:50
to travel down to Florida,
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南下佛罗里达,
04:52
with the permission of the state Florida
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在得到佛罗里达州的允许后
04:54
catch a bunch of lizards,
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抓到一群蜥蜴,
04:55
and FedEx them back to my classroom in Chicago
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并用联邦快递将他们运回到我在芝加哥的教室。
04:58
where we had set-up a functioning, live animal lab.
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在那儿我们已建立了一个运转良好的活体动物实验室。
05:01
So, when my students came to school
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所以,当我的学生在九月第一天
05:03
for the first day in September,
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来到学校时,
05:04
they immediately began work on a scientific experiment
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他们可以立即开始着手进行科学实验
05:08
that would answer a very specific question.
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进而回答一个非常具体的问题。
05:09
Our question was,
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我们的问题是,
05:11
"How do females make choices when they lay eggs?
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"雌性蜥蜴在产卵时是如何选择的?
05:13
How do they choose a nest site?
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他们如何选择巢穴?
05:15
And what effect does that choice have on their offspring?"
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以及这种选择对他们的后代有什么影响吗?"
05:18
And, by the end of the year,
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到了年底,
05:21
they had generated data
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他们已经收集到了数据
05:23
and performed science that answered that question.
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并通过科学实验回答了这个问题。
05:26
And I was extremely happy
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我非常高兴
05:27
when our work was recently published
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当我们的研究结果最近被发表在
05:29
in the January edition of <em>Behavioral Ecology</em>.
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一月刊的 《行为生态学》上。
05:32
And, to my knowledge, this is the first time
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因为据我所知,这是第一次
05:34
that work conducted as part
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一个普通高中课程里
05:36
of a normal high school curriculum
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研究的内容能够
05:37
resulted in a peer-reviewed paper.
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出现在一篇经同行评审的论文中。
05:40
So, I have three pieces of advice
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因此,我有三条建议给
05:42
for teachers who want to make these connections
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那些想要与科学家联系
05:45
with scientists and want to blur the line
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来缩小科学研究和学习科学知识
05:47
between doing science and learning science.
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之间的鸿沟的老师们。
05:49
Number 1,
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第一
05:51
look out for those great resources that are out there.
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留意身边那些丰富的资源。
申请“提教师科研经验"项目的补助金
05:54
Apply for an RET grant,
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05:55
apply for a Fund for Teachers fellowship.
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申请教师协会基金。
05:58
I know what a difference those resources can make.
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我知道这些资源能起多大的作用。
06:00
And there's more resources available locally,
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而且在我们的身边还有更多的资源可利用,
06:02
and you should look for those, too
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这些也是你也应该去探寻的,
因为他们会影响
06:04
because they can influence the amount
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06:06
that you are able to accomplish. I know that.
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你能够完成的量。这我是清楚地。
06:09
However, my number 2 piece of advice is
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然而,我的第二条建议是
06:13
don't let a lack of resources stop you
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别因为缺乏资源而停下你
06:16
from making those connections with professional science.
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与专业科学人事与研究接触的脚步。
06:19
Reach out to a scientist today,
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今天就去联系一个科学家,
06:21
no matter what your resource level is.
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不管你拥有多少资源。
06:23
You can start small.
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您可以从点滴小事开始。
06:24
Invite a scientist in for a talk.
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邀请一位科学家来谈谈。
06:26
Set up a Skype chat between a scientist and their lab.
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通过Skype和一个科学家以及他们的实验室同僚们聊聊。
06:29
Then, maybe you can move up to
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然后,也许你可以进一步
06:31
more large-scale project-based learning.
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进行更大型的基于项目的学习。
06:33
But, whatever you do,
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但是,不管你做什么,
06:34
make sure that you're forming these partnerships
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请确保你一直在与那些专业科学研究人员
06:36
with people who do science for a living.
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建立这种伙伴关系
06:39
And my third point acknowledges
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我的第三点建议是首先承认
06:41
some of the realities that teachers are facing today.
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教师们今天所面临的一些现实。
06:44
I know that the pressure of high-stakes testing
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我知道高风险的实验所带来的压力
06:47
and the climate that creates
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和它所营造的氛围
06:48
can make it feel almost a little bit subversive
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会让人感觉到这种偏离常规课程模式的做法
06:51
to deviate from the standard curriculum.
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有些太过离经叛道了。
06:53
So, my final piece of advice is
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那么,我最后一条建议是
06:56
be a bit subversive if you have to.
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如果是势在必行,你大可以尝试去颠覆传统
06:58
Make sure, though, that you are doing science.
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不过,你得保证你是在进行科学研究。
07:01
And I don't mean be confrontational when I say this
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而且我说这话并不是说要去对抗传统
07:04
because that's not productive.
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因为那并不是行之有效地做法。
07:05
But take the steps you need to
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而是应该采取一些必要的步骤
07:08
to blur those lines between doing science
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来弱化科学研究和
07:09
and learning science for your students.
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学习科学知识之间的界限。
07:11
And I think you'll find that when people see
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我想你会发现,当人们看到
07:13
how engaged in learning your students are,
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你的学生们都是多么专注于学习,
07:15
and you're getting good results,
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并且成绩斐然的时候,
07:17
all your opposition is just going to kind of
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所有反对的声音都会
07:18
melt away from that,
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逐渐消失
07:20
and you're going to turn people into supporters.
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而人们也将会转而支持你。
07:22
So, I think that this is the right way to teach science
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因此,我认为这才是教授科学的正确方法
07:26
where we're teaching the doing of science.
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那就是我们应该教他们去进行科学研究。
这样做的重要之处还在于
07:28
And I think it's important to do this also
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07:30
because this is the way
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因为这才是孩子们
07:31
that you would have wanted to learn science as a kid,
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所期待的学习科学的方式,
07:33
and, more importantly, I think this is the way
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并且,更重要的是,我觉得这也是作为家长的你们
07:36
that you would want your kids to be taught science.
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希望自己的孩子所接受的科学教育方式。
07:38
And this is the highest standard
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这应该是你作为一个
科学教育者给自己定下的最高标准。
07:40
that you can hold yourself to as a science educator.
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07:42
So, good luck making those connections,
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所以,祝各位在与科学接轨的道路上好运,
07:44
and go do some science!
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去进行一些科学研究吧 !
07:46
Thank you.
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谢谢大家。
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