Bioinformatics: Learning by Doing

罗格斯大学寻求支持一个为期4年的生物信息学全面项目。该项目解决了两个重大挑战-尖端STEM内容和K-12科学评估。使用DNA测序分析程序（DSAP），将被拟议的项目修改，高中学生和教师将学习分子生物学和现代遗传学的工作与真实的基因组序列，并提交他们的研究结果供科学家审查。该项目的目标是开发最先进的基于网络的工具和资源，使高中生能够进行生物信息学的真实研究。为了实现这一目标，该项目将采用以下方法：首先，罗格斯大学瓦克斯曼研究所的科学家将与非营利研究、开发和服务机构WestEd的教育工作者合作，开发一个在线嵌入式评估工具，用于提供有关学生对分子生物学、生物信息学和相关学科理解的反馈。该项目还将利用在这方面有经验的高中教师。第二，DSAP工具（由五个独立但相互关联的组件组成：（1）学生DNA序列分析支架程序;（2）管理程序，允许教师查看学生作业，学生评估同伴，教师与学生交流;（3）工作人员管理程序，允许研究人员观察学生和教师的工作，并与两组互动;（4）一个嵌入式评估工具，将监测和衡量学生的学习;（5）一系列教程和“帮助模块”，将指导学生通过他们的DNA序列分析。第三，在为期四年的时间里，将在形成性评估、项目评估和教师/学生反馈的指导下，对DSAP工具进行实地测试、修订、试点和传播。这些计划将被设计用于两种环境：本地，与参加罗格斯大学暑期学院的教师和学生，以及远程，与教师和学生通过互联网。

Rutgers University seeks support for a 4-year full-scale project in Bioinformatics. This project addresses two grand challenges-Cutting-edge STEM Content and K-12 Science Assessments. Using DNA Sequencing Analysis Program (DSAP) that will be modified by the proposed project, high school students and teachers will learn molecular biology and modern genetics by working with authentic genomic sequences, and submit their findings for review by scientists. The objective of this project is to develop state-of-the-art web-based tools and resources that will make it possible for high school students to conduct authentic research in bioinformatics. To accomplish this objective the project will employ the following methods: First scientists from Rutgers University Waksman Institute will team with educators from WestEd, a nonprofit research, development and service agency, to produce an online embedded assessment tool that will be used to provide feedback about student understanding of molecular biology, bioinformatics, and related subjects. The project will also take advantage of experienced high school teachers in this regard. Secondly, the DSAP tool (consisting of five separate yet interrelated components: (1) a student DNA sequence analysis scaffolding program; (2) an administrative program that allows teachers to view student work, students to evaluate peers, and teachers to communicate with their students; (3) a staff administrative program that allows the researchers to observe student and teacher work, and interact with both groups; (4) an embedded assessment tool that will monitor and measure student learning; (5) a series of tutorials and "help modules" that will guide students through their DNA sequence analysis. Thirdly, over a four-year period the DSAP tool will be field-tested, revised, piloted, and disseminated guided by formative assessment, project evaluation, and teacher/student feedback. These programs will be designed to be used in two settings: locally, with teachers and students who attend a summer institute at Rutgers University, and remotely, with teachers and students over the Internet.