Birmingham Science Education Partnership: Middle School Inquiry-Based Learning

伯明翰科学教育合作伙伴：中学探究式学习

• 批准号: 7390793
• 负责人: J. Michael Wyss
• 金额: $ 25.69万
• 依托单位: UNIVERSITY OF ALABAMA AT BIRMINGHAM
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-04-01 至 2011-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7390793
• 关键词: Academy; Acquaintances; Address; Adult; Advocacy; African American; Alabama; Awareness; Basic Science; Biomedical Research; Camping; Child; Cities; Class; Clinical; Clinical Medicine; Commit; Community Outreach; Complement; Computers; Data; Depth; Development; Disadvantaged; Education; Educational Curriculum; Educational process of instructing; Exhibits; Faculty; Failure; Fostering; Funding; Future; GYPA gene; General Population; Glycophorin A; Goals; Grant; Hand; Health; Health Benefit; Health Professional; Health Sciences; Health education; Healthcare; Home environment; Hour; Housing; Individual; Information Sciences; Instruction; Internet; Internships; Intervention; Laboratories; Learning; Life; Link; Master of Science; Minority; Modeling; Museums; Numbers; Parents; Patients; Performance; Phase; Population; Research; Research Personnel; Resources; School Teachers; Schools; Science; Services; Solid; Students; System; Teenagers; Testing; Time; Training; United States; Universities; Week; base; career; college; cost effectiveness; day; design; experience; forging; health care delivery; health literacy; health training; high school; indexing; interest; literacy; next generation; peer; preadolescence; programs; research study; science education; skills; success; teacher

DESCRIPTION (provided by applicant): Health care disparities in the United States are due, in part, to a lack of early biomedical/health science education among minority and disadvantaged children. This failure of the education system leads to an under representation of minorities in the pipeline to biomedical careers, poor health literacy and an elevated burden on health care. The University of Alabama at Birmingham (UAB), Birmingham City Schools (BCS)' and McWane Center have forged an effective alliance that has empowered CORD's SEPA-funded high school programs and thus, created a self-sustaining model in which the resources of all three partners have been leveraged to greatly enhance BCS science education. As an index of this success, since 1999 nearly 100% of the African-American students who completed CORD's 3-year high school summer program have advanced into colleges and universities, primarily majoring in biomedical science subjects. Annually, these programs directly reach about 4,000 minority students and provide intense training to > 20 of their teachers. However, despite these successes, a majority of BCS students lose interest in science education prior to high school years. These students must be engaged and given a solid science background earlier in life, if a significant number are to advance into biomedical careers. This proposal focuses on a new integrated program to enhance student inquiry-based science education for grades 6-8 by providing new opportunities for the students and greatly enhancing science training for their teachers. The challenges of these groups are quite different from the ones CORD faced in its high school programs. Middle school students and the teachers have much less science training than their high school counterparts. Major strengths of the proposed program include: 1) incorporation of proposed inquiry-based, in-class and McWane Center sessions into the core science curriculum of BCS, 2) integration of teacher training into the regular in-service training of BCS science teachers, 3) partnership with committed professional and undergraduate biomedical students who with the teachers will facilitate inquiry-based science and biomedical health education and 4) engagement of parents and the general public in health literacy education, awareness of the benefits of NIHsponsored research. The proven partnership of UAB, BCS and McWane Center will provide a test of the power, cost-effectiveness and self-sustainability of this inquiry-based model.

描述（由申请人提供）： 美国的医疗保健差异部分是由于少数和处境不利的儿童缺乏早期生物医学/健康科学教育。教育体系的这种失败导致少数民族在生物医学职业，健康素养差和医疗保健负担的增加。阿拉巴马大学伯明翰大学（UAB），伯明翰市学校（BCS）和麦克瓦恩中心（McWane Center）建立了一个有效的联盟，该联盟赋予了Cord Cord资助的高中课程的能力，因此创建了一个自我维持的模型，其中所有三个合作伙伴的资源都得到了极大的利用，以极大地增强BCS Science教育。作为这一成功的指数，自1999年以来，完成Cord 3年高中暑期课程的非裔美国学生中，几乎100％已晋升为学院和大学，主要是生物医学科学学科。这些计划每年直接接触约4,000名少数学生，并为20名老师提供激烈的培训。但是，尽管取得了这些成功，但大多数BCS学生在高中年代之前就失去了对科学教育的兴趣。这些学生必须参与其中，并在生命中及时获得扎实的科学背景，如果有很大一部分要晋升为生物医学职业。该提案重点介绍了一项新的综合计划，以通过为学生提供新的机会并为老师提供大量的科学培训，从而增强学生询问的科学教育。这些小组的挑战与Cord在高中计划中面临的挑战完全不同。中学生和老师的科学培训要比高中培训要少得多。拟议计划的主要优势包括：1）将拟议的基于询问的，课堂和麦克瓦恩中心会议纳入BCS的核心科学课程，2）将教师培训纳入BCS科学教师的定期在职培训中，3）与专业和教师的培训者和教师的培训，并与教师进行培训，并与教师进行研究，并与教师进行研究，这些学生的培训与教师的培训将与教师进行培训，这些人的培训是培训的，并且是与教师的培训，并将其培训与培训相结合，并将其与教师进行培训，并将其培训与培训相结合，并将其与教师进行培训，并将其培训与培训相结合，并将其培训与培训相结合，并将其与教师的培训相结合健康素养教育的公众，对NIHSponsed研究的好处的认识。 UAB，BCS和McWane Center的经过验证的合作伙伴关系将对基于询问的模型的功率，成本效益和自我可持续性进行测试。