Mr. Vetro: A Collective Simulation Framework for Health Science Education

Vetro 先生：健康科学教育的集体模拟框架

基本信息

批准号：
7219928
负责人：
ALEXANDER REPENNING
金额：
$ 37.45万
依托单位：
AGENTSHEETS, INC.
依托单位国家：
美国
项目类别：
财政年份：
2005
资助国家：
美国
起止时间：
2005-09-30 至 2009-02-28
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/7219928
关键词：
Advocate Attitude Books Cardiovascular system Cognition Cognitive Science Colorado Communicable Diseases Complex Computers Data Development Devices Disadvantaged Economics Education Educational Background Educational Curriculum Educational Status Feedback General Population Handheld Computers Health Sciences Health education Heart Homeostasis Human Imagery Individual Investments Learning Left Length Life Lung Medical Monitor Motivation Museums Numbers Organ Patient Education Phase Physical Education Physiological Physiology Pilot Projects Plant Roots Public Health Reading Research Research Personnel Respiratory System Running Schools Science Score Standards of Weights and Measures Students Substance abuse problem System Technology Testing Textbooks Time Training Universities Work base body system commercial application computer science cost cost effective experience high school improved inner city innovation interest lectures medical schools nutrition outreach program programs scale up science education simulation social teacher usability

项目摘要

DESCRIPTION (provided by applicant): Science apathy is growing at the K-12 education level, and represents an alarming development with potentially devastating consequences at individual, societal and economic levels. Surprisingly, this student apathy is increasing while the general public reads record numbers of popular science books and watches increasing amounts of science TV programming. In spite of the $70 billion investment in technology during the 1990s, K-12 science education fails to excite students. Technology has become prevalent in science education without fundamentally improving test scores or student attitudes. We claim the core of the problem is how technology is being used. Our main objective is to deal with the science apathy challenge by creating engaging discovery-oriented science learning modules uniquely combining social learning pedagogies with distributed simulation technology. This combination is part of a new framework that we call Collective Simulations. This framework will create extraordinary immersive, yet cost effective, learning experiences based on wirelessly connected handheld computers. For instance, in a K-12 course covering physiology, each group of students controls physiological variables of a single system/organ on their handheld computer, while a central simulation gathers all the data and projects them. Collective Simulations allow students to learn about the intricacies of interdependent complex systems by essentially becoming organs and engaging in a simulation-aided discourse with other students and teachers. In the long term, Collective Simulations would include other health education topics such as infectious diseases, nutrition, and physical education. Additionally, these simulations could also be used in medical school training, patient education, and museums. Our specific Phase II aims include working with content experts, educational researchers and practitioners, and assessment experts to: 1) scale up content by incorporating more human systems and creating complete, ready-to-use learning activities that cover a semester-length course; 2) increase system usability by simplifying the use of this technology by a) using networking technology that can automatically configure itself without the need for technical experts, and b) incorporating Phase I user-interface and content feedback provided by medical experts, students and teachers; 3) scale up assessment by raising the number of schools involved, widening the school profiles through the inclusion of inner city schools, and tapping into outreach programs such as the University of Colorado Science Discovery program with access to 30,000 students; 4) disseminate broadly by working with publishers to align simulation content with existing and proposed human physiology textbooks; and 5) broaden participation by making the technology more affordable for economically disadvantaged schools. The research proposed for Phase II is highly relevant to general public health. Health science apathy, increasing at a societal level, is often rooted in K-12 science education failing to be of interest or relevance to everyday life. Collective Simulations, especially when exploring compelling content (e.g. connecting physiology with nutrition, physical education and substance abuse), are likely to engage students more and to turn them into better-informed, and consequently healthier citizens.

描述（由申请人提供）：在 K-12 教育水平中，科学冷漠现象日益严重，这是一种令人震惊的发展趋势，可能对个人、社会和经济层面造成毁灭性后果。令人惊讶的是，当公众阅读的科普书籍数量和观看的科学电视节目数量不断增加时，学生的冷漠情绪却在增加。尽管 20 世纪 90 年代在技术方面投资了 700 亿美元，但 K-12 科学教育未能激发学生的兴趣。技术在科学教育中变得普遍，但并没有从根本上改善考试成绩或学生的态度。我们认为问题的核心在于如何使用技术。我们的主要目标是通过创建引人入胜的、以发现为导向的科学学习模块，将社会学习教学法与分布式模拟技术独特地结合起来，应对科学冷漠的挑战。这种组合是我们称为集体模拟的新框架的一部分。该框架将基于无线连接的手持计算机创造非凡的身临其境且具有成本效益的学习体验。例如，在涵盖生理学的 K-12 课程中，每组学生在手持计算机上控制单个系统/器官的生理变量，而中央模拟则收集所有数据并进行投影。集体模拟使学生能够通过本质上成为器官并与其他学生和教师进行模拟辅助的对话来了解相互依赖的复杂系统的复杂性。从长远来看，集体模拟将包括其他健康教育主题，例如传染病、营养和体育。此外，这些模拟还可以用于医学院培训、患者教育和博物馆。我们第二阶段的具体目标包括与内容专家、教育研究人员和从业者以及评估专家合作：1）通过纳入更多的人类系统并创建涵盖一个学期课程的完整、即用型学习活动来扩大内容； 2) 通过简化该技术的使用来提高系统可用性，方法是：a) 使用无需技术专家即可自动配置的网络技术，b) 结合医学专家、学生和教师提供的第一阶段用户界面和内容反馈; 3) 通过增加参与学校的数量、通过纳入内城区学校来扩大学校概况以及利用科罗拉多大学科学发现项目等外展项目（覆盖 30,000 名学生）来扩大评估范围； 4) 通过与出版商合作，使模拟内容与现有和拟议的人体生理学教科书保持一致，进行广泛传播； 5) 通过让经济困难的学校更负担得起技术来扩大参与范围。拟议的第二阶段研究与一般公共卫生高度相关。健康科学的冷漠在社会层面上日益严重，其根源往往是 K-12 科学教育与日常生活不相关或不相关。集体模拟，特别是在探索引人注目的内容时（例如，将生理学与营养、体育和药物滥用联系起来），可能会更多地吸引学生，并将他们变成知识更丰富、从而更健康的公民。