Problem-Based Learning Unit for Teaching ELSI/Genetics

描述（由申请人提供）：该项目将通过开发和传播用于教授ELSI/遗传学的课程单元来提高科学教师的遗传素养水平。生物教师的专业发展研讨会将为他们提供一个以问题为基础的学习单元和相关的课堂资源，重点是与ELSI和人类基因组项目有关的批判性思维技能。与现代遗传技术和人类基因组计划有关的实践活动将纳入本课程单元。 该课程将通过生物化学导师网络向整个纽约州的科学教师传播。 我们的建议的主要特点是： - 课程将结合以问题为基础的学习和与ELSI/遗传学有关的实践活动 - 这些课程将通过纽约州生物-化学导师网络传播 - 该项目设计团队将由硕士教师、课程开发专家、教师教育者、科学家、生物伦理学家和儿科遗传学家组成 - 所有课程将与纽约州科学教育标准保持一致，并将满足纽约州所有学生参加的生活环境课程的具体核心课程要求。 - 教师讲习班将侧重于具体的ELSI，遗传学原理和现代遗传技术，将在高中教授。 - 教师参与者将通过他们的知识，态度，信念和技能的变化作为遗传/ELSI识字变化的指标进行评估。 - 随着课程在整个纽约州的开发、试行、完善和传播，方案评估将提供持续的反馈。

DESCRIPTION (provided by applicant): This project will advance the level of genetic literacy in science teachers through the development and dissemination of a curriculum unit for teaching ELSI/genetics. Professional development workshops for biology teachers will provide them with a problem-based learning unit and associated classroom resources that focus on critical thinking skills pertaining to ELSI and the Human Genome Project. Hands-on activities related to modem genetic technology and the Human Genome Project will be incorporated in this curriculum unit. This curricula will be disseminated to science teachers throughout New York State via a Biology-Chemistry Mentor Network. The key features of our proposal are: - Curricula will be developed combining problem-based learning and hands-on activities relating to ELSI/genetics - The curricula will be disseminated through the New York State Biology-Chemistry Mentor network - The project design team will consist of master teachers, curriculum development specialists, teacher educators, scientists, a bio-ethicist, and a pediatric geneticist - All curricula will align with New York State science education standards and will meet specific core curriculum requirements for the Living Environment course, which is taken by all students in New York State. - Teacher workshops will focus on specific ELSI, genetic principles and modem genetic technology that will be taught in high school. - Teacher participants will be assessed by their changes in knowledge, attitudes, beliefs and skills as an indicator of changes in genetic/ELSI literacy. - Program evaluation will provide continual feedback as the curricula are developed, piloted, refined, and disseminated throughout New York State.