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: 10216808
• 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/10216808
• 关键词: Address; Award; Biological Sciences; Biology; Biomedical Engineering; Biomedical Research; Biotechnology; Career Choice; Collaborations; Complex; Development; Diagnosis; E-learning; Educational Curriculum; Educational workshop; Emerging Technologies; Engineering; Evaluation; Future Teacher; Genetic; Goals; Health; Healthcare; High School Student; Human; Individual; Instruction; Internet; K-12 science education; Learning; Life; Medicine; Methods; Multimedia; Next Generation Science Standards; Occupations; Online Systems; Program Development; Publishing; Randomized Controlled Trials; Schools; Science; Science of genetics; Students; Teacher Professional Development; Techniques; Technology; Testing; Textbooks; Underrepresented Populations; Universities; Utah; Visit; Work; Workforce Development; Workplace; Writing; animation; base; body system; career; computational reasoning; course development; curriculum development; design; digital media; education resources; efficacy evaluation; engineering design; experience; genetic technology; high school; innovation; interactive multimedia; interest; junior high school; new technology; online course; recruit; research and development; 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科学教育框架和下一代科学标准（NGSS）包括： 工程，技术和科学的应用作为学生学习科学是如何 利用。然而，很少有K-12生命科学课程材料涉及这一重要组成部分。作为 结果，学生没有被介绍给全方位的生物医学劳动力职业，导致错过 激发他们对生物科学和健康相关职业的兴趣的机会。 为了满足这一需求，犹他州大学的遗传科学学习中心（GSLC）将利用 它在过去8年中在开发NGSS一致的课程以制作，测试和 传播两个创新的课程补充模块，重点是新的和新兴的技术， 生物学教科书中还没有包括。中学生物医学工程模块（7-8年级） 将专注于计算思维和工程设计应用，连接到器官和感官 系统在这个层次上学习。高中（9-10年级）的遗传技术模块将侧重于 新的和新兴的技术可以一起用来诊断和治疗复杂的人类健康的方式 条件改善健康的工程解决方案：遗传技术和生物医学 中等科学工程项目是： 目标1：促进生物医学劳动力的发展， 工程和技术在医疗保健中的应用，通过新的课程替换模块， 他们可以做出与职业相关的明智选择。方法：让多数学校的教师参与 在生物医学研究（UBR）中代表性不足的学生起草每个模块，测试活动 制作UBR学生与UBR互动的嵌入式视频 正在开发或使用特色技术的生物医学工作场所的个人。进行RCT 与UBR学生一起评估每个模块对学生学习和提高职业兴趣的功效。 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，对教师进行遗传技术和生物医学工程方面的教育， 使他们做好准备，与学生一起实施课程补充模块。方法：报价4 在线课程，从美国各地招聘至少120名教师，重点是那些在学校的大多数 UBR学生在州、地区和国家科学教师会议上至少参加5次研讨会。 该项目将利用GSLC在开发有效，互动， 多媒体学习经验;公布让教师参与课程发展的方法;以及 其在教师专业发展方面的丰富经验。这些单元将通过以下途径广泛传播： 我们的Learn.Genetics和Teach.Genetics网站，每年全球访问者超过1600万。