FRONTIERS IN PHYSIOLOGY: LOCAL SITE MODEL

生理学前沿：本地站点模型计划将使用通过生理学前沿：整合调查、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来开发、评估、改进和传播长期前沿本地站点模型。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来： 。发展教师和研究人员的协作团队，共同开展外展工作 努力； 。提供改善初中/高中的生物医学研究经验和研讨会 理科教师的学科知识与探究式教学准备 就生物医学/临床研究是如何进行的，动物是如何进行的，提供一个批判性的视角 人类被用于研究，以及他们如何从生物医学和临床中受益 研究。 。与当地学校系统的教师建立长期合作关系； 。提供频繁的职业发展机会和优秀的课程 为社区和周边地区的教师提供增加学生的材料 对科学和健康主题以及科学过程技能的理解和兴趣；以及 。增加研究人员如何为K-12科学提供资源的知识和技能 并在他们的社区和地区进行健康教育。 在业务上，这一开发和传播项目将在第1至第3年与两个开发地点(德克萨斯州圣安东尼奥和印第安纳州印第安纳波利斯)合作，并在#年与两个传播地点合作。 3-5年IVermflion，南达科他州和一个地点将被命名)。计划活动将包括 为教师提供暑期研究奖学金，为前沿地方网站团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整合到生命科学课堂中。

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.