MODERN GENETICS--A HANDS ON SCIENCE IMPLEMENTATION MODEL

这个项目的目的是在全国范围内传播成功的亲身实践 已开发并经过现场测试的科学实施模式 在圣路易斯地区的高中就读了七年。现代遗传学为所有人服务 学生是一项为期14周的密集活动，调查 科学内容与动手能力相结合的课程单元 调查和人类健康应用。课程材料 是由华盛顿大学的合作伙伴创建和实施的 圣路易斯地区高中的教职员工、学习专家和教师 学校。该单位旨在提高高中生的科学素养 所有学习水平和社会经济环境的在校学生， 代表着更高级别的实际操作参与 学生比传统生物教室里的学生更多。它提供了 动手活动、解决学生问题和小组项目 允许学生探索现代基因概念以及 当前生物技术和医学研究与人类健康的相关性 问题。学生知识的定量和定性评价 学生对科学和个人态度的收获和改进 健康显示课程对所有学生级别都有效，以及 对女性和代表性不足的少数民族也是如此。对我们的评估 现场测试模型确定了三个要素，它们是 课堂上亲身实践的密集科学的成功：老师 内容培训，以课堂形式提供材料，以及 在新课程的第一年提供强有力的实施支持 使用。当地高中的老师表示，这种模式已经 不仅使他们能够改进他们目前的教学策略，而且 还要建立一个内部支持网络，使其能够自我维持 在当前的授权期之后。我们持续的评估结果 指出该项目提供了一种可用于 以下列方式实施任何实际操作的调查科学课程 在学校内部创造可持续的变化。开发一种新的 《复制手册》，该手册详细描述了相关的关键因素 因为这个项目的持续成功将使科学教育 在全国范围内建立伙伴关系，复制高效和可持续的 使用实践操作的调查课程的实施模式 在不同的课堂环境中。

This project is designed to nationally disseminate a successful hands-on science implementation model which has been developed and field-tested in St. Louis area high schools for seven years. Modern Genetics For All Students is a fourteen week activity-intensive, investigative curriculum unit combining strong scientific content with hands-on investigations and human health applications. The curriculum materials were created and implemented by a partnership of Washington University faculty, learning specialists, and teachers at four St. Louis area high schools. This unit, aimed at enhancing scientific literacy among high school students of all learning levels and socioeconomic environments, represents a significantly higher level of hands-on involvement for students than is found in traditional biology classrooms. It provides hands-on activities, student problem solving, and group projects allowing students to explore modern genetic concepts as well as the relevance of current biotechnology and medical research to human health issues. Quantitative and qualitative evaluation of student knowledge gains and improvements in student attitudes towards science and personal health show the curriculum to be effective with all student levels, and also with females and underrepresented minorities. Evaluation of our field-testing model has identified three factors which are essential for the success of hands-on intensive science in the classroom: teacher content training, provision of materials in classroom-ready form, and strong implementation support during the first year of new curriculum use. Teachers at the local high schools indicate that this model has not only enabled them to improve their current teaching strategies, but also to establish an internal support network which will sustain itself after the current grant period. Our continuing evaluation results indicate that this project provides a model which could be used to implement any hands-on, investigative science curriculum in a way that creates sustainable change within schools. The development of a replication manual which carefully describes the key factors responsible for the continuing success of this project will allow science education partnerships nationwide to replicate an efficient and sustainable implementation model for the use of hands-on, investigative curriculum in a variety of classroom environments.