Mr. Vetro: A Collective Simulation Framework for Health Science Education

Vetro 先生：健康科学教育的集体模拟框架

基本信息

批准号：
7799494
负责人：
ALEXANDER REPENNING
金额：
$ 6.04万
依托单位：
AGENTSHEETS, INC.
依托单位国家：
美国
项目类别：
财政年份：
2005
资助国家：
美国
起止时间：
2005-09-30 至 2009-08-28
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/7799494
关键词：
Advocate Attitude Books Cardiovascular system Cognition Cognitive Science Colorado Communicable Diseases Complex Computers Data Development Devices Economically Deprived Population Economics Educational Background Educational Curriculum Educational Status Feedback General Population Handheld Computers Health Sciences Health education Heart Homeostasis Human Imagery Individual Investments Learning Left Length Life Lung Medical Monitor Motivation Museums Organ Patient Education Phase Physical Education Physiological Physiology Pilot Projects Plant Roots Public Health Reading Research Research Personnel Respiratory System Running Schools Science Students Substance abuse problem System Technology Testing Textbooks Time Training Universities Work abstracting base body system commercial application computer science cost cost effective experience high school improved inner city innovation interest lectures medical schools middle school nutrition outreach program programs public education scale up science education simulation social teacher usability

项目摘要

Abstract Science apathy is growing at the K-12 education level, and represents an alarming development with potentially devastating consequences at individual, societal and economic levels. Surprisingly, this student apathy is increasing while the general public reads record numbers of popular science books and watches increasing amounts of science TV programming. In spite of the $70 billion investment in technology during the 1990s, K-12 science education fails to excite students. Technology has become prevalent in science education without fundamentally improving test scores or student attitudes. We claim the core of the problem is how technology is being used. Our main objective is to deal with the science apathy challenge by creating engaging discovery-oriented science learning modules uniquely combining social learning pedagogies with distributed simulation technology. This combination is part of a new framework that we call Collective Simulations. This framework will create extraordinary immersive, yet cost effective, learning experiences based on wirelessly connected handheld computers. For instance, in a K¿12 course covering physiology, each group of students controls physiological variables of a single system/organ on their handheld computer, while a central simulation gathers all the data and projects them. Collective Simulations allow students to learn about the intricacies of interdependent complex systems by essentially becoming organs and engaging in a simulation-aided discourse with other students and teachers. In the long term, Collective Simulations would include other health education topics such as infectious diseases, nutrition, and physical education. Additionally, these simulations could also be used in medical school training, patient education, and museums. Our specific Phase II aims include working with content experts, educational researchers and practitioners, and assessment experts to: 1) scale up content by incorporating more human systems and creating complete, ready-to-use learning activities that cover a semester-length course; 2) increase system usability by simplifying the use of this technology by a) using networking technology that can automatically configure itself without the need for technical experts, and b) incorporating Phase I user-interface and content feedback provided by medical experts, students and teachers; 3) scale up assessment by raising the number of schools involved, widening the school profiles through the inclusion of inner city schools, and tapping into outreach programs such as the University of Colorado Science Discovery program with access to 30,000 students; 4) disseminate broadly by working with publishers to align simulation content with existing and proposed human physiology textbooks; and 5) broaden participation by making the technology more affordable for economically disadvantaged schools.

抽象的在 K-12 教育阶段，科学冷漠现象日益严重，并且呈现出令人震惊的发展趋势令人惊讶的是，这可能对个人、社会和经济层面造成毁灭性后果。学生的冷漠情绪正在加剧，而公众阅读的科普书籍数量创历史新高，尽管投资了 700 亿美元，但观看的科学电视节目数量却不断增加。 20 世纪 90 年代，K-12 科学教育未能激发学生的兴趣。科学教育中普遍存在这种现象，但并没有从根本上改善考试成绩或学生的态度。问题的核心是如何使用技术。我们的主要目标是通过创造引人入胜的、以发现为导向的内容来应对科学冷漠的挑战科学学习模块独特地将社会学习教学法与分布式模拟相结合这种组合是我们称为集体模拟的新框架的一部分。框架将创造非凡的沉浸式且具有成本效益的学习体验例如，在 K¿ 中无线连接的手持计算机。 12门课程涵盖生理学，每门课程一组学生在手持电脑上控制单个系统/器官的生理变量，中央模拟收集所有数据并进行投影，学生可以通过集体模拟进行分析。通过本质上成为器官来了解相互依赖的复杂系统的复杂性从长远来看，与其他学生和教师进行模拟辅助对话。模拟将包括其他健康教育主题，例如传染病、营养和此外，这些模拟还可以用于医学院培训、患者培训。教育、博物馆。我们第二阶段的具体目标包括与内容专家、教育研究人员和护理人员和评估专家： 1）通过整合更多的人类系统并创建完整的、随时可用的学习来扩展内容涵盖一个学期课程的活动； 2) 通过 a) 使用网络技术简化该技术的使用，从而提高系统可用性无需技术专家即可自动配置，并且 b) 纳入第一阶段由医学专家、学生和教师提供的用户界面和内容反馈； 3）通过增加参与学校的数量、扩大学校概况来扩大评估范围纳入内城区学校，并利用科罗拉多大学等外展项目科学探索项目面向 30,000 名学生； 4) 通过与出版商合作将模拟内容与现有和提议的内容保持一致来广泛传播人体生理学教科书；和 5）通过让经济弱势群体更负担得起技术来扩大参与范围学校。