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.

项目摘要和摘要 尽管现代生物学的景观迅速发展，但K-12的大多数经历 学习者的生物学仍然植根于传统的程序和规定方法。有一个 批判需要让学生参与21世纪的生物学方法 - 强调的一种 开放式探索和创造力是科学实践的关键要素。在过去的五年中，作为 我们以前的SEPA奖，我们开发了一种屡获殊荣的非正式生物学教育方法， 生物参与者，实际上使年轻人成为个人相关和创造力 通过支持学习者代理和选择来处理。我们的项目，适应和缩放生物学方法 通过实践社区（COP）模型，旨在使其他非正式科学机构能够 与我们一起参与并合着生物联系的未来。要考虑确保我们的 水洗方法可以有意义地将更多的潜水观点带入STEM领域，即我们的 拟议的COP中心社区和共同设计。每个参与网站的社区关系将是 在整个项目中融合，以帮助建立更具包容性和文化的生物学基础 相关，特别是对于边缘化社区。 为了达到我们期望的影响，我们有以下3个目标。首先，我们将建立一个蓬勃发展的生物联系 旨在支持潜水员的实践社区，以获得对自己的生物参与的信心 自己的上下文。通过使用COP模型来进行机构能力建设，我们可以对 通过构建一个配备有能力提供支持和指导力量的枢纽的分散网络。 给其他从业者。其次，我们生物联系警察的所有四个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学活动，以产生更多的潜水 各种受众和环境的经验。这将导致动手生物参与体验 在全国各地实施，达到成千上万的年轻人，并为学习者提供 发展更强的茎身份的途径。第三，我们将确定策略和有前途的实践 从业者可以将其用作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，从潜水员社区的角度遗忘 共同设计的学习，将更好地支持将生物学的适应对不同的情况和环境的适应 将这项工作进一步扩展到其他非正式学习网站和新社区会更容易。 这种方法可以产生社会所需的非正式学习经验的类型 下一代生物技术和生物医学创新者的鼓舞人心的入口点。教训 从该项目的成功和挑战中学到的也可以提供有关使用警察作为 非正式科学学习领域内自我维持缩放和知识转移的模型。