9554198 Garik The Project on Quantum Science Across Disciplines proposes to design and implement an introduction to quantum science for high school students and undergraduates in biology, chemistry, and physics through activities integrating computer modeling tools, a data resource base, and hands-on experiments; do research on student response to materials intended to introduce quantum science at a level appropriate for interdisciplinary inquiry with hooks paths between biology, chemistry, and physics; and, investigate the extent to which a technologically rich approach to teaching interdisciplinary science can fundamentally change high school and college instructional practices. The target audiences are the high school students and undergraduates for whom it is important to develop scientific literacy as defined by the AAAS 2061 Project and the Draft National Science Education Standards (NSES) prepared by the National Research Council. An understanding of the methods and results of scientific research and the tools of technology are important for the broad spectrum of students studying science, whether for satisfaction of diploma requirements, technical professional training, or preparation for advanced study. The new materials will be aimed at high school classes, undergraduates, and adult education courses with the potential for science teacher in-service training. The goal is to provide students with the tools to navigate between the representations for quantum science adopted by each of the sciences. As the theory for the microscopic processes which affect all the sciences, quantum science can be a means for providing an integrated approach to science education. The examples of quantum science will be drawn from biology, chemistry, and physics, will reflect research scientists' mental models for the process in question, and will be coupled to laboratory experiments. Each of the subject modules will be independently usable in an introductory courses; however, their linkage will encourage interdisciplinary instruction. Earlier projects have demonstrated the change in classroom structure, communication, and the role of the teacher that results from the combination of inquiry oriented projects and rich technology. Students have the technological tools to pursue their own independent projects, while the teacher takes on the role of mentor and advisor. Electronic journals provide new opportunities for student-student and teacher-student dislodges, combining the best features of journal writing and portfolio assessment. ***
