FRONTIERS IN PHYSIOLOGY: LOCAL SITE MODEL

生理学前沿：地方站点模型计划将使用通过生理学前沿：整合探究、公平和技术计划（http：//www.the-aps.org/education/frontiers/index.htm）生成的成功的教师专业发展组件，以开发、评估、改进和传播长期的前沿地方站点模型。这种模式将允许研究部门和学校使用经过验证的材料和方法： .发展教师和研究人员的合作团队，共同开展外联工作 努力; .提供生物医学研究经验和研讨会，提高初中/高中 科学教师的学科知识和对探究式教学的准备，以及 提供了一个关键的观点，生物医学/临床研究是如何进行的，动物如何 以及它们如何从生物医学和临床医学中受益 research. .与当地学校系统的教师建立长期合作关系; .提供频繁的专业发展机会和优秀的课程 为社区和周边地区的教师提供材料， 对科学和健康主题以及科学过程技能的理解和兴趣;以及 . 增加研究人员如何作为K-12科学资源的知识和技能 在社区和地区开展健康教育。 在操作上，该开发和传播项目将在第1-3年与两个开发站点（德克萨斯州的圣安东尼奥和印第安纳州的印第安纳波利斯）合作，并在 第3-5年IVermfllion，南达科他州和一个网站命名）。方案活动将包括 为教师提供暑期研究奖学金，为前沿地方工作队举办培训和规划会议，为当地教师举办专业发展讲习班，重点是将探究式教学、公平战略和互联网技术有效地纳入生命科学课堂。

The Frontiers in Physiology: Local Site Model program will use the successful teacher professional development components generated through the Frontiers in Physiology: Integrating Inquiry, Equity, and Technology program (http://www.the-aps.org/education/frontiers/index.htm} to develop, evaluate, refine, and disseminate a long-term Frontiers local site model. This model will allow research departments and schools to use proven materials and methods to: . Develop collaborative teams of teachers and researchers to work together on outreach efforts; . Provide biomedical research experiences and workshops that improve middle/high school science teachers' content knowledge and preparation for inquiry-based teaching as well as providing a critical perspective on how biomedical/clinical research is done, how animals and humans are used in research, and how they benefit from biomedical and clinical research. . Develop long-term collaborative relationships with teachers from local school systems; . Provide frequent professional development opportunities and outstanding curricular materials for the teachers in their communities and surrounding areas to increase student understanding of and interest in science and health topics and science process skills; and . Increase researchers' knowledge and skills in how to serve as a resource for K-12 science and health education in their community and region. Operationally, this development and dissemination project will work with two development sites in Years 1-3 (San Antonio, Texas and Indianapolis, Indiana) and with two dissemination sites in Years 3-5 IVermfllion, South Dakota and one site to be named). Program activities will include summer research fellowships for teachers, training and planning meetings for Frontiers Local Site Teams, and professional development workshops for local teachers that focus on integrating inquiry-based teaching, equity strategies, and effective integration of Internet technology in the life sciences classroom.