Adapting and Scaling the Biotinkering Approach through a CoP Model

通过 CoP 模型调整和扩展生物修复方法

• 批准号: 10666229
• 负责人: Caitlin Nealon
• 金额: $ 26.74万
• 依托单位: TECH MUSEUM OF INNOVATION
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-07-01 至 2028-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10666229
• 关键词: Adopted; Award; Biological Sciences; Biology; Biotechnology; Collection; Communities; Community of Practice; Country; Creativeness; Development; Education; Elements; Ensure; Environment; Foundations; Future; Health; Human; Institution; Knowledge; Learning; Libraries; Medicine; Mentorship; Modeling; Modernization; New York; Outcome; Pathway interactions; Persons; Process; Publishing; Research; Resources; STEM field; Science; Side; Site; Societies; Technology; Voice; Work; community center; design; empowerment; experience; field study; forging; informal learning; insight; institutional capacity; marginalized community; member; next generation; student participation; success

Project Summary and Abstract Despite the rapidly advancing landscape of modern biology, the majority of experiences that K-12 learners have with biology are still rooted in traditional procedural and prescriptive approaches. There is a critical need to engage students in a more 21st century approach to biology – one that emphasizes open-ended exploration and creativity as key elements of scientific practice. Over the last five years as part of our previous SEPA award, we have developed an award-winning approach to informal biology education, biotinkering, that authentically engages young people with science as a personally relevant and creative process by supporting learner agency and choice. Our project, Adapting and Scaling the Biotinkering Approach through a Community of Practice (CoP) Model, aims to empower other informal science institutions to participate in and co-author the future of biotinkering with us. To be thoughtful about ensuring that our burgeoning approach can meaningfully contribute to bringing more diverse perspectives into STEM fields, our proposed CoP centers community and co-design. Community relationships at each participating site will be integrated throughout the project to help build a foundation for biotinkering that is more inclusive and culturally relevant, especially for marginalized communities. To reach our desired impact, we have the following 3 aims. First, we will establish a thriving Biotinkering Community of Practice to support diverse practitioners in gaining confidence with doing biotinkering in their own contexts. By using a CoP model to do institutional capacity building, we can create lasting impact on the field by building a dispersed network of biotinkering hubs equipped to provide ongoing support and mentorship to other practitioners. Second, all four founding members of our Biotinkering CoP will develop culturally relevant biotinkering activities, co-designed with local communities, to generate a more diverse repertoire of experiences for varied audiences and environments. This will result in hands-on biotinkering experiences being implemented around the nation, reaching tens of thousands of young people and providing learners with pathways to develop stronger STEM identities. And third, we will identify strategies and promising practices that can be used by practitioners to adopt biotinkering as an inclusive approach that centers community voices. Our new community and inclusion-focused resources, forged from diverse community perspectives and co-design learnings, will better support the adaptation of biotinkering to diverse situations and contexts, making it easier to further scale this work to additional informal learning sites and new communities. This approach can generate the types of informal learning experiences society needs to serve as inspirational entry points for a more diverse next generation of biotech and biomedical innovators. Lessons learned from the successes and challenges of this project can also offer valuable insights about using CoPs as a model for self-sustaining scaling and knowledge transfer within the informal science learning field.

项目概要和摘要 尽管现代生物学发展迅速，K-12 的大多数经验 学习者对生物学的了解仍然植根于传统的程序性和规定性方法。 迫切需要让学生采用更加 21 世纪的生物学方法——这种方法强调 开放式探索和创造力是过去五年科学实践的关键要素。 在我们之前的 SEPA 奖项中，我们开发了一种屡获殊荣的非正式生物学教育方法， 生物修补，真正让年轻人参与科学作为个人相关和创造性的活动 我们的项目“调整和扩展生物修补方法”。 通过实践社区（CoP）模式，旨在使其他非正式科学机构能够 参与并与我们共同创造生物修补的未来 深思熟虑地确保我们的成果。 新兴的方法可以有意义地有助于将更多样化的观点带入 STEM 领域，我们 拟议的 CoP 中心社区和共同设计将在每个参与地点建立社区关系。 整合到整个项目中，以帮助为更具包容性和文化的生物修补奠定基础 相关，特别是对于边缘化社区。 为了达到我们预期的影响，我们有以下三个目标：首先，我们将建立一个蓬勃发展的生物修补。 实践社区支持不同的从业者在他们的领域进行生物修补获得信心 通过使用 CoP 模型进行机构能力建设，我们可以对自身产生持久影响。 通过建立一个分散的生物修补中心网络来提供持续的支持和指导 其次，我们的 Biotinkering CoP 的所有四位创始成员都将在文化上发展。 与当地社区共同设计的相关生物修复活动，以产生更加多样化的项目 不同受众和环境的体验这将带来生物修补的实践体验。 在全国范围内实施，覆盖数以万计的年轻人，为学习者提供 第三，我们将确定战略和有希望的实践。 从业者可以利用它来采用生物修补作为一种以社区声音为中心的包容性方法。 我们的新社区和以包容性为中心的资源，是从不同的社区观点和 共同设计学习，将更好地支持生物修复适应不同的情况和背景，使 更容易将这项工作进一步扩展到更多的非正式学习站点和新社区。 这种方法可以产生社会需要的非正式学习体验类型 为更加多样化的下一代生物技术和生物医学创新者提供鼓舞人心的切入点。 从该项目的成功和挑战中汲取的经验教训还可以提供有关使用 CoP 的宝贵见解 非正式科学学习领域内自我维持的扩展和知识转移的模型。