Scaling health and bioscience training technology to informal education

将健康和生物科学培训技术扩展到非正式教育

• 批准号: 10480970
• 负责人: Resa Marie Helikar
• 金额: $ 25.05万
• 依托单位: DISCOVERY COLLECTIVE, INC.
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-05-01 至 2023-10-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10480970
• 关键词: Age; Analysis of Covariance; Architecture; Attention; Behavior; Biological; Biological Process; Biological Sciences; Biomedical Research; Cells; Communicable Diseases; Communities; Complex; Computer Models; Computer Simulation; Computer software; Country; Data; Data Analyses; Development; Diabetes Mellitus; Diffusion of Innovation; Education; Educational Curriculum; Enhancement Technology; Ensure; Environment; Evaluation; Experimental Designs; Fat-Restricted Diet; Feedback; Foundations; Goals; Health; Health Sciences; Interview; K-12 student; Knowledge; Learning; Life; Malignant Neoplasms; Mathematics; Medical; Medicine; Modeling; Nebraska; Phase; Planning Theory; Play; Problem Solving; Process; Role; Running; STEM career; STEM program; Schools; Science; Students; Surveys; System; Technical Expertise; Technology; Testing; Thinking; Time; Training; Training Programs; Visual; Work; World Health; Youth; after-school program; animation; base; constructivism; course module; design; digital; digital media; educational atmosphere; effectiveness evaluation; experience; hands-on learning; immune system function; improved; influenza infection; informal learning; innovation; inquiry-based learning; interest; ketogenic diet; learning community; learning progression; literacy; model building; models and simulation; programs; prototype; science education; seasonal influenza; simulation; simulation software; skill acquisition; skills; statistics; student participation; theories; touchscreen; usability

PROJECT SUMMARY/ABSTRACT Student engagement in hands-on model building, experimental design, and simulation-based exploration has been shown to propel student learning of biological concepts towards increasing complexity. The long-term goal in developing Model It! is to integrate computational models and simulations throughout all K-12 formal and informal science education. The foundation of this integration is based on the need to i) increase student science literacy by leveraging inquiry-based and constructivist learning environments, ii) broaden interest in STEM careers by engaging youth in STEM technology that is accessible, attainable, and based on biological processes impacting our communities - diabetes, cancers, infectious diseases, iii) and leverage state-of-the-art technology that grows with students as they increase their knowledge about biological processes, computational modeling and simulations, and critical problem solving of life and health science issues. The Project Team has expertise in scaling computational modeling and simulations software in the education space as well as working with community learning programs to train program leaders and facilitators on how to engage diverse youth in informal learning environments, and how to leverage technologies in after-school programming. For Phase I, the Project Team proposes to develop the Model It! prototype, consisting of two introductory courses, each with 5 levels for students to first develop skills in hands-on model building, then develop skills in running computational simulations. The Project Team will train after-school program facilitators from Beyond School Bells, our partner and Nebraska’s statewide Expanded Learning Opportunity Innovation Network. The facilitators will engage 60 students in after-school STEM programs two to three times a week. The facilitators will play a critical role in the design, testing, and iterating, and deployment of Model It! in order to make it age-appropriate for K-12 youth. Facilitators will provide qualitative feedback throughout the process, as well as quantitative feedback via the System Usability Scale (Brooke, 1996) Technology Acceptance Model (David, 1989), Theory of Planned Behavior (Ajzen, 1991), and Diffusion of Innovation Theory (Rogers, 2003) survey instruments designed to gauge technology ease-of-use. Data collected from both the facilitators as well as anonymized student data collected via Model It! during student interactions with the technology will be utilized to further enhance the technology’s usability and scalability. For Phase II, The Project Team will scale the courses beyond introductory skills into progressively more complex computational modeling, simulation, and data analysis modules. The team will also focus on additional technology accessibility, including further gamifying the learning progression, supporting touch-screens, and expanding the content to include additional angles of biomedical and health-related topics (e.g., seasonal influenza infection, keto dieting versus low-fat dieting, how the immune system functions, etc.).

项目概要/摘要 学生们积极参与模型构建、实验设计和基于模拟的探索 推动学生对生物学概念的学习，以提高模型的复杂性。 它是将计算模型和模拟整合到所有 K-12 正式和非正式科学教育中。 这种整合的基础是基于以下需要：i) 通过利用基于探究的和 建构主义学习环境，ii) 通过让年轻人参与 STEM 技术来扩大对 STEM 职业的兴趣 可获取、可实现，并且基于影响我们社区的生物过程 - 糖尿病、癌症、传染病 疾病，iii) 并利用最先进的技术，随着学生知识的增加而成长 生物过程、计算建模和模拟以及生命和健康科学的关键问题解决 项目团队拥有在教育领域扩展计算建模和模拟软件的专业知识。 以及与社区学习项目合作，培训项目领导者和协调员如何吸引不同的人参与 非正式学习环境中的青少年，以及如何在课外编程中利用技术。 对于第一阶段，项目团队建议开发 Model It! 原型，其中包括两个入门课程，每个课程 分为 5 个级别，让学生首先培养动手模型构建的技能，然后培养运行计算的技能 项目团队将培训我们的合作伙伴 Beyond School Bells 的课后项目辅导员。 内布拉斯加州县扩展学习机会创新网络的协调员将吸引 60 名学生参与。 每周 2 至 3 次课外 STEM 课程，辅导员将在设计、测试和实施过程中发挥关键作用。 协调员将提供模型迭代和部署，使其适合 K-12 青少年的年龄。 整个过程中的定性反馈，以及通过系统可用性量表（布鲁克， 1996）技术接受模型（David，1989）、计划行为理论（Ajzen，1991）和扩散 创新理论（Rogers，2003）旨在衡量从两者收集的技术易用性的调查工具。 辅导员以及在学生与技术互动期间通过 Model It! 收集的匿名学生数据 将用于进一步增强该技术的可用性和可扩展性。 对于第二阶段，项目团队将把课程从介绍性技能扩展到更加复杂的课程 该团队还将专注于其他技术。 可访问性，包括进一步游戏化学习进程、支持触摸屏以及将内容扩展到 包括生物医学和健康相关主题的其他角度（例如季节性流感感染、酮类节食与 低脂节食、免疫系统如何发挥作用等）。