Iterative Design to Engage All (IDEA) Learners: A teacher-scientist collaboration to feature biomedical research and engage diverse high school students

点击翻译按钮获取中文摘要

Iterative Design to Engage All Learners ABSTRACT In 2016, high levels of per- and polyfluoroalkyl substances (PFAS) were discovered in the Cape Fear River in eastern North Carolina (NC), part of NC's largest watershed and drinking water supply for over 1 million people. More recently, PFAS were detected in central NC, in the Haw River, which supplies drinking water for Pittsboro, NC, and in Jordan Lake, a recreational reservoir that also provides drinking water for several cities in the Research Triangle area. Although PFAS contamination has been detected in 49 states, biomedical researchers in NC are leading the way nationally in assessing the extent of PFAS contamination in waterways and air and in conducting studies on the effects of PFAS on human and ecosystem health. These chemicals have been used since the 1950s in a wide range of consumer products and have been found in the blood of people and animals worldwide. Research suggests that PFAS are harmful to human and animal health, with documented immune system impacts that may influence individual susceptibility to COVID-19. Using cutting- edge, interdisciplinary research on PFAS as a foundation, the Center for Public Engagement with Science in the UNC Institute for the Environment, proposes Iterative Design to Engage All (IDEA) Learners, with a goal of building the capacity of NC teachers, especially those in economically disadvantaged communities and those impacted by PFAS contamination, to introduce current biomedical science and career opportunities to diverse students. We will accomplish this goal through three specific aims: (1) Apply design thinking and design-based research approaches to co-develop, implement, and revise standards-aligned curriculum units that feature current research on the health effects of PFAS; (2) Increase teacher knowledge of current PFAS research and self-efficacy for incorporating current biomedical science into classroom instruction; and (3) Support participating teachers in promoting biomedical research careers to diverse students. Over five years, IDEA Learners will result in two curriculum units with up to eight PFAS-focused lessons that have been designed for NGSS and incorporate research-generated data and science and engineering practices relevant to biomedical research careers. These units will include videos that highlight diverse environmental health sciences researchers. Through long-duration professional development (PD), 48 teachers will deepen their content knowledge and improve their self-efficacy, positioning them to increase URM and female students' interest in current biomedical science instruction. An additional 48 teachers will participate in short-duration PD, and all teachers will have the potential to reach over 30,000 students during the project period. The project will lead to enhanced capacity to offer inclusive learning environments and improved support for URM, female, and LEP students, ultimately cultivating a more diverse future biomedical research workforce.