MEDICAL IGNORANCE (QQQ) COLLABORATORY K12 CURRICULUM

描述(改编自申请者摘要)：尽管分布广泛 认识到科学知识在这个时代呈指数级衰退 令人惊叹的发现，几乎没有人欣赏到 知识和它的镜像，无知。然而，中国的历史 科学，特别是医学揭示了无知(包括未知的和 对已知事物的质疑态度)才是真正的隐姓埋名 发现号。第一阶段将进一步开发、调整和评估K-12版本 亚利桑那大学(UA)国际公认的“Brain On”， “实践”医学无知课程(CMI)。CMI旨在培养 发扬探究精神，培养提问习惯，讲授研究 通过专注于QQQ(3QS c.f.3Rs)，即“问题”[内容 --“我们知道我们不知道的事情”(Active Research)，“我们不知道的事情”(Active Research)， 不知道“(未来的发现)，以及”我们认为我们知道但不知道的事情“ (错误的知识和错误)关于疾病和健康；“质疑” 科学探究的过程、技能和工具；以及“提问者” 学习者单独和共同寻找答案。 通过亚利桑那州健康中心发起的多方面多媒体活动 科学中心(AHSC)，并根据学校需要量身定做，K-12学生/理科 与博士和医学博士科学家合作的教师，包括许多来自 弱势群体/少数族裔/土著群体，将面临“做 临床医学、基础生物学和覆盖公众的“科学” 健康，主要在AHSC的心血管专业卓越中心 疾病(萨弗心脏中心)、癌症(悉尼大马哈鱼综合癌症 )，遗传学/基因组学(斯蒂尔纪念儿童研究中心)，骨骼 和关节疾病(关节炎中心)，神经科学，呼吸系统疾病， 和预防医学(新公共卫生学院)。课程设置 包括密切指导的夏季医学无知研究所(SIMI) 全职实验室/临床研究、研讨会、客座教授、a 研究论坛，展示研究成果，并提供职业建议。QQQ组件 将专注于“教授科学的思维和行为”，并提供 教师研讨会顺序(现场和电话会议) 缩略/集中形式的暑期CMI/QQQ课堂和课程 伴随着在职后续援助、领导力的转变 培训，并让小移民掌握教师，以使改变发生。 第二阶段传播部分将利用不断演变的 由校内外高科技形成的CMI/QQQ协作 基础设施连接到亚利桑那州范围的学区和国家 专业组织[如FASE B和美国(亚利桑那州)医疗 协会]扩大CMI/QQQ程序、产品和人员的影响； 使远程站点可访问；促进复制和创新，并增强 通过展示成就和协助的K-12学生/教师领导 职业发展。精心设计的形成性和终结性评价体系 目前的CMI/QQQ将继续并根据 评估结果，基于要记录的参与者调查问卷/投资组合 短期和长期结果/职业道路/影响；外部评价： 专家和检查表/时间表，以确保短期和长期 实现了目标，并且数百万的目标受众可以访问 高品质、实用、高性价比的CMI/QQQ产品在各种方面具有适应性 多媒体格式，可作为扩展 在网络空间开展合作，并在 探究式健康科学教育。

DESCRIPTION (Adapted from the applicants abstract): Despite widespread recognition that scientific knowledge decays exponentially in this era of spectacular discovery, few appreciate the dynamic relationship between knowledge and its mirror image, ignorance. Nevertheless, the history of science and particularly medicine reveals that ignorance (both the unknown and a questioning attitude toward the known) is the true terra incognita of discovery. Phase I will further develop, adapt, and evaluate a K-12 version of the University of Arizona's (UA) internationally recognized "brain on," "hands on" Curriculum on Medical Ignorance (CMI). CMI aims to nurture the spirit of inquiry, inculcate questioning habits of mind, and teach research skills by focusing on QQQ (the 3Qs c.f. 3Rs), namely the "Questions" [content - "things we know we don't know" (active research), "things we don't know we don't know" (future discoveries), and "things we think we know but don't" (false knowledge and error)] about disease and health; "Questioning," the process, skills, and tools of scientific inquiry; and "Questioners," the learners individually and together seeking answers. Through multifaceted multimedia activities arising at the Arizona Health Sciences Center (AHSC) and tailored to school needs, K-12 students/science teachers working with Ph.D. and M.D. scientists, including many from disadvantaged/ethnic minority/indigenous groups, will be exposed to "doing science" in clinical medicine, underlying basic biology, and overlying public health, largely in AHSC's specialized centers of excellence in cardiovascular disease (Sarver Heart Center), cancer (Sydney E.Salmon Comprehensive Cancer Center), genetics/genomics (Steele Memorial Children's Research Center), bone and joint diseases (Arthritis Center), neurosciences, respiratory diseases, and preventive medicine (new College of Public Health). Curricular offerings include closely mentored Summer Institute on Medical Ignorance (SIMI) with full-time laboratory/clinical research, seminars, visiting professors, a Research Forum to present findings, and career advising. The QQQ component will focus on "teaching the thinking and doing of science" and provide a workshop sequence for teachers (on site and teleconferenced) in an abbreviated/concentrated form of the summer CMI/QQQ classroom and curricular transformations accompanied by inservice followup assistance, leadership training, and minigrants to master teachers to make change happen. The Phase II dissemination component will take advantage of the evolving CMI/QQQ collaboration formed by high technology intramural and extramural infrastructure links to Arizona-wide school districts and national professional organizations [such as FASEB and American (Arizona) Medical Association] to enlarge the impact of CMI/QQQ programs, products and people; make remote sites accessible; promote replication and innovation, and empower K-12 student/teacher leaders through showcasing accomplishments and assisting career development. An elaborate formative and summative evaluation system currently in place for CMI/QQQ will be continued and revised according to evaluative results, based on participant questionnaires/portfolios to document short- and long-term outcomes/career pathways/impact; external evaluation by experts, and checklists/timelines to assure that short- and long-term objectives are met and that the target audience of millions has access to high-quality useful cost-effective CMI/QQQ products in a variety of adaptable multimedia formats that can serve as the basis for expansion of the collaboration in cyberspace and for further experimentation and reform in inquiry-based health sciences education.