A Collaborative Approach to Real-World Science in the Classroom

课堂上现实世界科学的协作方法

• 批准号: 8056588
• 负责人: KARINA F MEIRI
• 金额: $ 26.2万
• 依托单位: TUFTS UNIVERSITY BOSTON
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-07-01 至 2014-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8056588
• 关键词: Academy; Address; Adolescent; American Association for the Advancement of Science; Area; Biological Sciences; Biology; Biomedical Research; Biotechnology; Boston; Cardiovascular Diseases; Cardiovascular system; Collaborations; Communicable Diseases; Communities; Community Health Education; Data; Development; Diabetes Mellitus; Disease; Education; Educational Curriculum; Educational process of instructing; Elements; Ensure; Epistemology; Ethics; Evaluation; Exercise; Face; Faculty; Goals; Health; Human; Imagination; Influentials; Journals; Knowledge; Laboratories; Learning; Link; Malignant Neoplasms; Massachusetts; Medical; Medical Students; Metabolic Diseases; Modeling; Monitor; National Research Council; Neurologic; Occupations; Online Systems; Outcome; Phase; Printing; Process; Professional Organizations; Program Development; Program Sustainability; Psychological Transfer; Public Health; Publishing; Qualifying; Reporting; Research; Resource Development; Resources; Schools; Science; Series; Source; Students; System; Testing; Textbooks; Time; United States National Academy of Sciences; United States National Institutes of Health; Universities; Work; Writing; base; biomedical scientist; career development; case-based; college; design; disease characteristic; economic impact; experience; global health; graduate student; high school; inner city; innovation; interest; knowledge base; literacy; literate; medical schools; member; models and simulation; movie; nervous system disorder; novel; optimism; outreach; programs; public health relevance; repository; scaffold; science education; skills; teacher; tool; virtual; web site

DESCRIPTION (provided by applicant): Engaging students in the biomedical sciences while they are still in high school is a critical first step toward educating a scientifically literate citizenry as well as initiating the pipeline that will eventually result in increased numbers of biomedical and health related professionals. This proposal is a collaboration between biomedical scientists at Tufts University School of Medicine, biology teachers at the Madison Park Technical and Vocational High School, the Boston Latin Academy and the Boston Latin School, all inner city Boston public high schools, and members of the Wright Center for Innovation in Science Education, also at Tufts. Its goal is to engage the imagination of 11th and 12th grade students who do not see the science of their real world experiences mirrored in the classroom. It accomplishes this goal by developing and disseminating a novel inquiry-based high school biology curriculum that focuses on biomedical research in the context of five 'great diseases' that challenge global health - infectious, neurological, cardiovascular, cancer and diabetes. A key element of the proposal is addressing the challenge of aligning content and process in the classroom to enable teachers to create the knowledge-centered classrooms that are critical for learning transfer. Accordingly the first aim is to first develop a learning community that will interactively guide the in-depth professional development underlying each of the 5 curricular modules. The learning community will then collaborate on the second aim; to develop curricular content and to generate deliverables for implementation of the curriculum in the classroom. This material, which will include a syllabus and web-based virtual and real interactive inquiry-base laboratory exercises, will be disseminated into the Boston Public School system and the broader educational community as part of the third aim. The fourth aim is to design and implement an evaluation strategy that will allow for ongoing revision during the project to ensure optimization of outcomes. The involvement of Tufts medical and biomedical graduate schools ensures that the program is highly sustainable and our final goal is to establish it as a model of how medical schools and school districts can interact to disseminate understanding of the biomedical research underlying disease at the high school level. PUBLIC HEALTH RELEVANCE (provided by applicant): Disappointingly, even after significant efforts at pedagogical reform, research continues to document adolescents steadily losing interest in science throughout high school. The economic impact of this disenchantment is significant and the life science/biomedical sector is growing slowly due to lack of a qualified work force, particularly in mid-level jobs. There is some cause for optimism: the same studies that demonstrate adolescent disenchantment with 'school' science show their interest in 'real world' science remaining stable over the same time frame. We postulate that students will only become engaged and able to visualize themselves as science professionals when they see the science of their real world experiences mirrored in the classroom. We address this hypothesis by generating an innovative curriculum designed to capture adolescent imaginations by focusing on the cutting edge research underlying 5 'great diseases' that impact global public health. We design the curriculum using a learning community consisting of practitioners of science and teachers of science whose goal is to collaborate to generate the content knowledge that will facilitate learning transfer in a knowledge-centered classroom.

描述（由申请人提供）：在高中时，让学生参与生物医学科学是迈向教育科学识字公民的关键第一步，并启动管道，最终会导致生物医​​学和健康相关专业人士的数量增加。该建议是塔夫茨大学医学院的生物医学科学家，麦迪逊公园技术与职业高中的生物学教师，波士顿拉丁学院和波士顿拉丁语学校，波士顿内城公立公立高中，以及莱特科学教育中的赖特创新中心的成员，也是塔夫茨。它的目标是吸引11年级和12年级学生的想象力，他们看不到课堂上反映的现实世界经历的科学。它通过开发和传播一种基于询问的新型高中生物学课程来实现这一目标 疾病挑战全球健康 - 传染性，神经系统，心血管，癌症和糖尿病。该提案的关键要素是应对教室中的内容和过程的挑战，以使教师能够创建以知识为中心的教室，这些教室对于学习转移至关重要。因此，第一个目的是首先建立一个学习社区，该社区将互动地指导5个课程模块中每个模块的深入专业发展。然后，学习社区将以第二个目标进行合作；开发课程内容并生成可交付成果，以实现课堂课程。该材料将包括教学大纲和基于Web的虚拟和真正的互动询问基础实验室练习，将作为第三个目标的一部分传播到波士顿公立学校系统和更广泛的教育社区。第四个目的是设计和实施评估策略，该策略将允许在项目期间进行持续的修订以确保结果的优化。塔夫茨医学和生物医学研究生院的参与确保该计划具有很高的可持续性，我们的最终目标是将其确立为医学院和学区如何互动以传播对高中级生物医学研究的理解的模型。 公共卫生相关性（由申请人提供）：令人失望的是，即使在教学改革进行了重大努力之后，研究仍然记录了青少年对整个高中的科学的兴趣。这种解散的经济影响很大，由于缺乏合格的劳动力，尤其是在中层工作中，生命科学/生物医学部门正在缓慢增长。有一些乐观的原因：相同的研究表明，对“学校”科学的青春期不满，表明他们对“现实世界”科学的兴趣在同一时间范围内保持稳定。我们假设学生只有在看到课堂上反映的现实世界经历的科学时才能够成为科学专业人士，并能够将自己视为科学专业人员。我们通过产生创新的课程来解决这一假设，旨在通过关注影响全球公共卫生的5个“大疾病”的尖端研究来捕捉青少年的想象。我们使用由科学从业者和科学教师组成的学习社区来设计课程，其目标是合作，以产生内容知识，以促进以知识为中心的教室中的学习转移。