Engineering Solutions for Better Health: Genetic Technology and Biomedical Engineering for Secondary Classrooms

改善健康的工程解决方案：中学课堂的遗传技术和生物医学工程

• 批准号: 10616705
• 负责人: LOUISA A STARK
• 金额: $ 27万
• 依托单位: UNIVERSITY OF UTAH
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-05-01 至 2026-03-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10616705
• 关键词: Address; Award; Biological Sciences; Biology; Biomedical Engineering; Biomedical Research; Biotechnology; Career Choice; Collaborations; Complex; Development; Diagnosis; E-learning; Educational Curriculum; Educational process of instructing; Educational workshop; Emerging Technologies; Engineering; Evaluation; Friends; Genetic; Goals; Health; Healthcare; High School Faculty; High School Student; Human; Individual; Instruction; Internet; K-12 science education; Learning; Life; Medicine; Methods; Multimedia; Next Generation Science Standards; Occupations; Online Systems; Printing; Program Development; Publishing; Randomized, Controlled Trials; Research; Schools; Science; Science of genetics; Students; Teacher Professional Development; Techniques; Technology; Testing; Textbooks; Underrepresented Populations; Universities; Utah; Visit; Work; Workforce Development; Workplace; Writing; animation; body system; career; computational reasoning; course development; curriculum development; design; digital media; education resources; efficacy evaluation; engineering design; experience; genetic technology; high school; innovation; interest; junior high school; new technology; online course; recruit; science education; science teacher; sensory system; symposium; teacher; web site

The Framework for K-12 Science Education and the Next Generation Science Standards (NGSS) include engineering, technology and applications of science as an important part of students’ learning how science is utilized. However, very few K-12 life science curriculum materials address this important component. As a result, students are not introduced to the full range of biomedical workforce careers, leading to missed opportunities to spark their interest in bioscience and health-related occupations. To address this need, the Genetic Science Learning Center (GSLC) at the University of Utah will utilize the experience it has gained over the past 8 years in developing NGSS-aligned curricula to produce, test and disseminate two innovative curriculum supplement modules that focus on new and emerging technologies that are not yet included in biology textbooks. The biomedical engineering module for middle school (grades 7-8) will focus on computational thinking and engineering design applications that connect to the organ and sensory system units taught at that level. The genetic technologies module for high school (grades 9-10) will focus on ways that new and emerging technologies can be used together to diagnose and treat complex human health conditions. The goals for the Engineering Solutions for Better Health: Genetic Technology and Biomedical Engineering for Secondary Science project are to: GOAL 1: Promote biomedical workforce development by engaging secondary-level students with engineering and technology applications in healthcare via new curriculum replacement modules so they can make informed choices related to careers. Approach: Involve teachers at schools with a majority of students who are underrepresented in biomedical research (UBR) in drafting each module, testing activities with their students, and refining it. Produce curriculum-embedded videos of UBR students interacting with UBR individuals in the biomedical workplace who are developing or using the featured technologies. Conduct a RCT with UBR students to evaluate each module’s efficacy for student learning and increased career interest. GOAL 2: Support biomedical workforce development through professional development courses and workshops that educate teachers about genetic technologies and biomedical engineering and prepare them to implement the curriculum supplement modules with their students. Approach: Offer 4 online courses, recruiting at least 120 teachers from across the US, focusing those at schools with a majority of UBR students. Present at least 5 workshops at state, regional and national science teacher conferences. The project will take advantage of the GSLC’s award-winning expertise in developing effective, interactive, multimedia learning experiences; its published methods for involving teachers in curriculum development; and its extensive experience in teacher professional development. The modules will be broadly disseminated via our Learn.Genetics and Teach.Genetics websites, which are used annually by >16 million visitors worldwide.

K-12科学教育和下一代科学标准（NGSS）的框架包括 科学的工程，技术和应用是学生学习科学的重要组成部分 利用。但是，很少有K-12生命科学课程材料解决这一重要组成部分。作为 结果，没有向学生介绍各种生物医学劳动力职业，导致错过 激发他们对生物科学和与健康相关的占领的兴趣的机会。 为了满足这一需求，犹他大学的遗传科学学习中心（GSLC）将利用 在过去的8年中，它在开发NGSS一致的课程以生产，测试和 传播两个创新的课程补充模块，这些模块的重点是新的和新兴的技术 尚未包含在生物学教科书中。中学的生物医学工程模块（7 - 8年级） 将专注于连接到器官和感觉的计算思维和工程设计应用 系统单元在该级别上教授。高中的遗传技术模块（9 - 10年级）将重点放在 可以将新技术和新兴技术一起用于诊断和治疗复杂人类健康的方式 状况。改善健康的工程解决方案的目标：遗传技术和生物医学 中学科学项目的工程至： 目标1：通过与次级学生与 通过新的课程替换模块在医疗保健中的工程和技术应用， 他们可以做出与职业有关的明智选择。方法：让多数席位的学校参与 在起草每个模块的生物医学研究（UBR）中的人数不足的学生，测试活动 与他们的学生一起完善。制作ubr学生与UBR互动的课程结合的视频 正在开发或使用特色技术的生物医学工作场所中的个人。进行RCT 与UBR学生一起评估每个模块的学生学习效率并提高职业兴趣。 目标2：通过专业发展课程支持生物医学劳动力发展 和讲习班，向教师介绍遗传技术和生物医学工程以及 他们准备与学生一起实施课程补充模块。方法：提供4 在线课程，至少来自美国各地的至少120名教师，将大多数学校的学校集中在学校 UBR学生。在州，地区和国家科学教师会议上至少举行5个研讨会。 该项目将利用GSLC屡获殊荣的专家，以发展有效，互动性， 多媒体学习经验；它已发表的方法，使教师参与课程发展；和 它在教师专业发展方面的丰富经验。模块将通过 我们的Learn.genetics和Teach.genetics网站每年在全球范围内使用> 1600万访客。