Scaling health and bioscience training technology to informal education

将健康和生物科学培训技术扩展到非正式教育

• 批准号: 10480970
• 负责人: Resa Marie Helikar
• 金额: $ 25.05万
• 依托单位: DISCOVERY COLLECTIVE, INC.
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-05-01 至 2023-10-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10480970
• 关键词: Age; Analysis of Covariance; Architecture; Attention; Behavior; Biological; Biological Process; Biological Sciences; Biomedical Research; Cells; Communicable Diseases; Communities; Complex; Computer Models; Computer Simulation; Computer software; Country; Data; Data Analyses; Development; Diabetes Mellitus; Diffusion of Innovation; Education; Educational Curriculum; Enhancement Technology; Ensure; Environment; Evaluation; Experimental Designs; Fat-Restricted Diet; Feedback; Foundations; Goals; Health; Health Sciences; Interview; K-12 student; Knowledge; Learning; Life; Malignant Neoplasms; Mathematics; Medical; Medicine; Modeling; Nebraska; Phase; Planning Theory; Play; Problem Solving; Process; Role; Running; STEM career; STEM program; Schools; Science; Students; Surveys; System; Technical Expertise; Technology; Testing; Thinking; Time; Training; Training Programs; Visual; Work; World Health; Youth; after-school program; animation; base; constructivism; course module; design; digital; digital media; educational atmosphere; effectiveness evaluation; experience; hands-on learning; immune system function; improved; influenza infection; informal learning; innovation; inquiry-based learning; interest; ketogenic diet; learning community; learning progression; literacy; model building; models and simulation; programs; prototype; science education; seasonal influenza; simulation; simulation software; skill acquisition; skills; statistics; student participation; theories; touchscreen; usability

PROJECT SUMMARY/ABSTRACT Student engagement in hands-on model building, experimental design, and simulation-based exploration has been shown to propel student learning of biological concepts towards increasing complexity. The long-term goal in developing Model It! is to integrate computational models and simulations throughout all K-12 formal and informal science education. The foundation of this integration is based on the need to i) increase student science literacy by leveraging inquiry-based and constructivist learning environments, ii) broaden interest in STEM careers by engaging youth in STEM technology that is accessible, attainable, and based on biological processes impacting our communities - diabetes, cancers, infectious diseases, iii) and leverage state-of-the-art technology that grows with students as they increase their knowledge about biological processes, computational modeling and simulations, and critical problem solving of life and health science issues. The Project Team has expertise in scaling computational modeling and simulations software in the education space as well as working with community learning programs to train program leaders and facilitators on how to engage diverse youth in informal learning environments, and how to leverage technologies in after-school programming. For Phase I, the Project Team proposes to develop the Model It! prototype, consisting of two introductory courses, each with 5 levels for students to first develop skills in hands-on model building, then develop skills in running computational simulations. The Project Team will train after-school program facilitators from Beyond School Bells, our partner and Nebraska’s statewide Expanded Learning Opportunity Innovation Network. The facilitators will engage 60 students in after-school STEM programs two to three times a week. The facilitators will play a critical role in the design, testing, and iterating, and deployment of Model It! in order to make it age-appropriate for K-12 youth. Facilitators will provide qualitative feedback throughout the process, as well as quantitative feedback via the System Usability Scale (Brooke, 1996) Technology Acceptance Model (David, 1989), Theory of Planned Behavior (Ajzen, 1991), and Diffusion of Innovation Theory (Rogers, 2003) survey instruments designed to gauge technology ease-of-use. Data collected from both the facilitators as well as anonymized student data collected via Model It! during student interactions with the technology will be utilized to further enhance the technology’s usability and scalability. For Phase II, The Project Team will scale the courses beyond introductory skills into progressively more complex computational modeling, simulation, and data analysis modules. The team will also focus on additional technology accessibility, including further gamifying the learning progression, supporting touch-screens, and expanding the content to include additional angles of biomedical and health-related topics (e.g., seasonal influenza infection, keto dieting versus low-fat dieting, how the immune system functions, etc.).

项目摘要/摘要 已经显示了学生参与动手模型建设，实验设计和基于模拟的探索的参与 推动学生对生物学概念的学习，以提高复杂性。开发模型的长期目标 它！是将计算模型和仿真整合到所有K-12正式和非正式科学教育中。这 这种整合的基础是基于i）通过利用基于询问和的学生来提高学生科学素养 建构主义学习环境，ii）通过让青年参与STEM技术来扩大对STEM职业的兴趣 可访问，可达到的，并基于影响我们社区的生物学过程 - 糖尿病，癌症，感染力 疾病，iii）并利用最先进的技术，随着学生的了解 生物过程，计算建模和模拟以及生命和健康科学的关键问题解决 问题。项目团队在教育领域的计算建模和仿真软件方面具有专业知识 以及与社区学习计划合作，以培训计划领导者和促进者如何吸引潜水员 非正式学习环境中的青年以及如何在课后编程中利用技术。 对于第一阶段，项目团队的提议要开发模型！原型，由两个介绍课程组成，每个课程 学生有5个级别供学生开发动手模型的技能，然后发展运行计算的技能 模拟。项目团队将从学校钟，我们的合作伙伴和 内布拉斯加州全州扩大了学习机会创新网络。主持人将与60名学生互动 课后STEM计划每周两到三次。主持人将在设计，测试和 迭代和部署模型！为了使其适合K-12年轻人。协助者将提供 在整个过程中的定性反馈以及通过系统可用性量表的定量反馈（Brooke， 1996）技术接受模型（David，1989），计划行为理论（Ajzen，1991）和扩散 创新理论（Rogers，2003）调查工具旨在衡量技术易用性。从两者收集的数据 通过模型收集的主持人以及匿名学生数据！在学生与技术互动期间 将被用来进一步增强技术的可用性和可扩展性。 对于第二阶段，项目团队将扩展课程以外的课程逐渐逐渐复杂 计算建模，仿真和数据分析模块。团队还将专注于其他技术 可访问性，包括进一步游戏的学习进步，支持触摸屏以及将内容扩展到 包括生物医学和健康相关主题的其他角度（例如，季节性影响，酮节食与 低脂节食，免疫系统的功能等）。