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

• 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
• 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

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）：科学冷漠在K-12教育水平上增长，代表着令人震惊的发展，对个人，社会和经济水平的潜在毁灭性后果。令人惊讶的是，这种学生的冷漠正在增加，而公众读取了创纪录的流行科学书籍，并且手表越来越多的科学电视节目编程。尽管在1990年代进行了700亿美元的技术投资，但K-12科学教育仍未激发学生。技术在科学教育中已经普遍存在，而没有从根本上提高考试成绩或学生态度。我们声称问题的核心是如何使用技术。我们的主要目的是通过创建引人入胜的面向发现的科学学习模块来应对科学冷漠挑战，将社会学习教学教学与分布式模拟技术相结合。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沉浸式，但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，每组学生都在其手持计算机上控制单个系统/器官的生理变量，而中央模拟会收集所有数据并投射它们。集体模拟使学生可以通过成为器官并与其他学生和老师进行模拟辅助论述来了解相互依存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，营养和体育教育。此外，这些模拟也可以用于医学院培训，患者教育和博物馆。我们的具体第二阶段目标包括与内容专家，教育研究人员和从业人员合作，以及评估专家：1）通过合并更多的人类系统并创建涵盖学期课程的完整，可用的学习活动来扩展内容； 2）通过简化该技术的使用来提高系​​统可用性，a）使用网络技术可以自动配置自身而无需技术专家，b）合并I阶段的用户界面以及医学专家，学生和老师提供的内容反馈； 3）通过提高所涉及的学校数量，通过包含内城学校的学校扩大学校概况，并参与外展计划，例如科罗拉多大学科学发现计划，从而扩大学校概况，从而扩大学校概况，从而扩大评估； 4）通过与出版商合作以将模拟内容与现有和拟议的人类生理学教科书保持一致，从而广泛传播； 5）扩大参与，使该技术对经济不利的学校更负担得起。针对第二阶段的研究与普通公共卫生高度相关。健康科学的冷漠在社会层面上增加，通常植根于K-12科学教育，没有与日常生活相关或相关。集体模拟，尤其是在探索引人注目的内容（例如将生理学与营养，体育和药物滥用联系起来）时，可能会更多地吸引学生，并将其变成更有信息，因此更健康的公民。