ION/Teach: A Summer Research Immersion for High School Students and Teachers

ION/Teach：高中生和教师的暑期研究沉浸式活动

• 批准号: 9314633
• 负责人: Geert J. De Vries
• 金额: $ 10.81万
• 依托单位: GEORGIA STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-07-05 至 2019-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9314633
• 关键词: Address; Affect; Anxiety; Assessment tool; Behavioral Research; Biomedical Research; Career Choice; Clinic; Clinical Research; Communication; Community Health Education; Competence; Coupled; Development; Educational Curriculum; Educational process of instructing; Educational workshop; Effectiveness; Environment; Ethics; Family; Friends; Future; Future Teacher; High School Faculty; High School Student; Immersion Investigative Technique; Individual; Institutes; Instruction; International; Knowledge; Laboratory Research; Learning; Measures; Mental Health; Mentors; Methods; Monitor; Neurosciences; Neurosciences Research; Outcome; Outcome Assessment; Participant; Program Evaluation; Research; Research Personnel; Research Project Grants; Rewards; Schools; Science; Scientist; Self Efficacy; Social Network; Students; Teacher Professional Development; Technical Expertise; Testing; Translating; Universities; Visit; Work; base; career; college; curriculum enhancement; design; education research; eleventh grade; experience; follow-up; health application; high school; improved; inquiry-based learning; junior high school; learning outcome; programs; public health relevance; research data dissemination; science education; skills; success; summer program; summer research; symposium; teacher; undergraduate student

DESCRIPTION (provided by applicant): The Institute On Neuroscience Summer Research Immersion. Engaging outstanding high school students in authentic and rewarding laboratory research may attract them to research careers. An intensive summer research experience provides an ideal environment for students to experience hands-on, inquiry-based science learning, which will likely enhance their content knowledge, technical skills, and confidence in their ability to conduct scientific research (scientific research self-efficacy). In turn, science elf-efficacy predicts intent to persist in science-related academic and career paths. Likewise for high school teachers, participating in summer research may improve knowledge, skills, and teaching efficacy, ultimately affecting commitment to teaching and retention in teaching careers. Moreover, by translating research experiences into inquiry-based learning opportunities for future students, teachers can exponentially increase the distribution of knowledge and skills acquired in a summer program. Thus, we will facilitate integration of students and teachers into neuroscience research teams through our program called ION/Teach. Our first aim is to engage high school students and teachers in an intensive summer research program, called the Institute on Neuroscience & Teaching (ION/Teach). A diverse group of students and teachers will start the summer with a week-long seminar on basic neuroscience concepts and methods, then engage in seven weeks of mentored lab research with active investigators at metro-Atlanta universities. Weekly professional development workshops will focus on topics such as scientific communication, college prep, and ethical conduct of research. Teacher participants will translate their summer research into standards-based lesson plans. The summer research experience will culminate in a research symposium. Our second aim is to use the ION/Teach program as a basis to test the hypothesis that participation in authentic laboratory research can improve externally demonstrable research skills (e.g. neuroscience content knowledge, competency at the bench or in the clinic, and scientific communication), and/or internal constructs associated with success in science or teaching careers (e.g. research or teaching self-efficacy, low science anxiety, science identity). Beyond individual outcomes for participants, the effectiveness of lesson plan development by the teacher participants will be monitored by assessment instruments that probe student learning outcomes in their classrooms. This research will fill a gap in current knowledge about how best to prepare young people to help address current biomedical, behavioral, and clinical research needs. For teachers, our results will also help identify ways to enhance retention in science classrooms. Ultimately, this project will produce not only students and teachers with research skills and dispositions toward successful careers, but also education research data for dissemination to the international science education community.

描述（由申请人提供）：神经科学研究所夏季研究浸入。 吸引杰出的高中生进行真实和有益的实验室研究，可能会吸引他们从事研究职业。一项密集的夏季研究经验为学生提供了一个理想的环境，使学生可以体验基于询问的科学学习，这可能会增强其内容知识，技术技能和对进行科学研究能力（科学研究自我效能感）的信心。反过来，科学精灵效能感预测意图在与科学相关的学术和职业道路上持续存在。同样，对于高中教师来说，参加夏季研究可能会提高知识，技能和教学功效，最终影响着对教学职业的教学和保留的承诺。此外，通过将研究经验转化为未来学生的基于询问的学习机会，教师可以指数级增加在夏季计划中获得的知识和技能的分布。因此，我们将通过名为ION/TEACH的计划促进将学生和教师整合到神经科学研究团队中。 我们的第一个目的是让高中生和教师参加一项强化的夏季研究计划，即神经科学与教学研究所（ION/Teach）。一群多样化的学生和老师将在夏天开始，进行为期一周的基本神经科学概念和方法的研讨会，然后与大都会大学大学的活跃研究人员进行七个星期的指导实验室研究。每周专业发展研讨会将重点关注科学沟通，大学准备和研究道德行为等主题。教师参与者将把他们的夏季研究转化为基于标准的课程计划。夏季研究经验将在研究研讨会中达到顶峰。 我们的第二个目的是利用离子/教学计划来检验一个假设，即参与真实实验室研究可以提高外部可证明的研究技能（例如，神经科学内容知识，替补席上或诊所的能力以及诊所的能力以及科学交流）以及/或与科学或教学研究成功或教学研究或教学自我研究（例如自我偏爱，科学，科学，科学，科学，科学，科学，科学，科学，科学，科学，认识）相关的内部结构。超越参与者的个人成果， 教师参与者的课程计划开发的有效性将通过调查学生学习成果的评估工具来监控。这项研究将填补有关如何最好地准备年轻人帮助解决当前生物医学，行为和临床研究需求的知识的空白。对于教师而言，我们的结果还将有助于确定增强科学课堂保留率的方法。最终，该项目不仅会为成功职业的研究技能和倾向提供学生和教师，还将为国际科学教育社区传播教育研究数据。