BRAIN to High Schools

大脑到高中

基本信息

批准号：
7941774
负责人：
JANET M DUBINSKY
金额：
$ 27万
依托单位：
UNIVERSITY OF MINNESOTA
依托单位国家：
美国
项目类别：
财政年份：
2009
资助国家：
美国
起止时间：
2009-09-30 至 2014-07-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/7941774
关键词：
Affect Attitude Autonomic nervous system Award Biology Biomedical Research Brain Clinical Trials Cognition Collaborations Communities Development Education Educational Curriculum Educational process of instructing Elements Emotions Evaluation Exhibits Experimental Designs Faculty Goals Grant Hand Homeostasis Housing Institutes Institution Instruction Knowledge Leadership Learning Medical Minnesota Modeling Museums National Center for Research Resources Nervous system structure Neurobiology Neurosciences Participant Performance Phase Process Program Development Research Resources Role School Teachers Schools Science Scientist Series Services Students Testing Thinking Time Training Training Programs Translating Universities Visit base cohort college experience follow-up graduate student high school middle school novel outreach peer programs public health relevance science education skills socioeconomics teacher

项目摘要

DESCRIPTION (provided by applicant): The University of Minnesota's Department of Neuroscience and Department of Curriculum and Instruction in conjunction with the St. Paul Public Schools and Anoka-Hennepin School District propose to develop, implement, evaluate, and disseminate a model high school biomedical science education program combining neuroscience and inquiry-based instruction. The project, BRAIN (BRINGING RESOURCES, ACTIVITIES, & INQUIRY IN NEUROSCIENCE) TO HIGH SCHOOLS, will combine University expertise with that of district coaches to promote enhanced understanding and application of neuroscience and its health-related issues into high school science curriculum. We propose to develop, implement, test, evaluate, and disseminate a two-year sequence of summertime teacher institutes (called BrainU 101 and BrainU 202) aimed at high school science teachers and district coaches from the two largest school districts in the state of Minnesota. In grades 9-12, the 2004 MN Science Standards now require an understanding of how the nervous system maintains homeostasis, a sophisticated concept appropriate for the maturity of high school students. Thus, the content focus of the institutes will be neuroscience, including an understanding of cognition, learning, emotions, the clinical trial process and how the autonomic nervous system regulates homeostasis, with an emphasis on inquiry pedagogy. The program will expand a successful model previously developed for training middle school science teachers to inculcate biology teaching practices within schools buildings and districts that support developing higher order thinking and inquiry skills. The educational research question posed in this proposal is how does this in-depth teacher neuroscience and inquiry training affect student learning. A quasi-experimental design is proposed that will compare teacher and student knowledge and attitudes, and use of inquiry practices. Participating teachers and their classrooms will be compared before and after attending the BrainU institutes. Participating teachers and their classrooms will be compared to those of non-participating, within district biology teachers. In addition, standardized student scores on the MN MCA-II Science test from participating high schools will be compared to those from non-participating high schools, matched for socioeconomic variables. By participating in the training experience and in in-service follow-up, district coaches will themselves be trained to assume leadership roles in maintaining the content and pedagogy resident within their districts. PUBLIC HEALTH RELEVANCE (provided by applicant): The University of Minnesota's Department of Neuroscience and Department of Curriculum and Instruction in conjunction with the St. Paul Public Schools and Anoka-Hennepin School District propose to develop, implement, evaluate, and disseminate a model high school biomedical science education program combining neuroscience and inquiry-based instruction for high school biology classrooms. The educational research question posed is how does this in-depth teacher neuroscience and inquiry training affect student learning. A quasi-experimental design is proposed that will compare teacher and student knowledge and attitudes, and use of inquiry practices.

描述（由申请人提供）：明尼苏达大学神经科学系和课程和教学系与圣保罗公立学校和Anoka-Hennepin学区结合使用科学教育计划结合了神经科学和基于询问的教学。该项目，大脑（将神经科学的资源，活动和询问带到高中）将结合大学专业知识与地区教练的专业知识，以促进对神经科学及其与健康有关的问题的增强理解和应用到高中科学课程中。我们建议开发，实施，测试，评估和传播针对高中科学教师和明尼苏达州两个最大学区的高中科学教师和地区教练的夏季教师研究所（称为Brainu 101和Brainu 202）的两年序列。。在9 - 12年级中，2004年MN科学标准现在需要了解神经系统如何保持体内平衡，这是一种适合高中生成熟的复杂概念。因此，该机构的内容重点将是神经科学，包括对认知，学习，情绪，临床试验过程以及自主神经系统如何调节体内稳态的理解，重点是调查教学法。该计划将扩大以前开发的成功模型，用于培训中学科学教师，以灌输学校建筑物和地区的生物学教学实践，以支持发展高级思维和询问技能。该提议中提出的教育研究问题是，这种深入的教师神经科学和询问培训如何影响学生学习。提出了一种准实验设计，该设计将比较教师，学生的知识和态度，并使用探究实践。参加的老师及其教室将在参加Brainu机构之前和之后进行比较。参与的教师及其教室将与地区生物学教师内的无参与的教室进行比较。此外，将将参与高中的MN MCA-II科学测试中的标准化学生得分与非参与高中的学生进行比较，而这些高中的学生得分将与社会经济变量相匹配。通过参加培训经验和服务随访，地区教练本人将接受培训，以在其地区维护内容和教学法居民中担任领导角色。公共卫生相关性（由申请人提供）：明尼苏达大学的神经科学系，以及与圣保罗公立学校和Anoka-Hennepin学区结合的课程和教学系提议开发，实施，评估和传播一个模型学校生物医学教育计划结合了神经科学和基于询问的高中生物学教室的教学。提出的教育研究问题是，这种深入的教师神经科学和询问培训如何影响学生学习。提出了一种准实验设计，该设计将比较教师，学生的知识和态度，并使用探究实践。