Phase I/II Partnership in Biomedical Discovery

生物医学发现 I/II 期合作伙伴关系

• 批准号: 7413361
• 负责人: LEWIS A JACOBSON
• 金额: $ 23.98万
• 依托单位: UNIVERSITY OF PITTSBURGH AT PITTSBURGH
• 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/7413361
• 关键词: Address; Adoption; Age; Animal Model; Area; Attention; Attitude; Bacteria; Biological; Biological Models; Biological Sciences; Biology; Caenorhabditis elegans; Class; Country; Development; Education; Educational Curriculum; Educational process of instructing; Educational workshop; Environment; Evaluation; Faculty; Genetic; Genetic Screening; Goals; Hand; Health; Human; Institution; Instruction; Knowledge; Leadership; Learning; Mathematics; Methods; Modeling; Mutation; Nematoda; Participant; Pennsylvania; Phase; Play; Process; Research; Research Personnel; Research Project Grants; Role; Schools; Science; Secondary Schools; Secondary to; Series; Standards of Weights and Measures; Students; System; Techniques; Testing; Training; Translating; United States; Universities; Urination; Week; Yeasts; base; career; compare effectiveness; experience; high school; interest; lectures; novel; novel strategies; programs; research study; science education; skills; teacher; tool

The overall objective of this phase I/I I project is to develop a model of how the scientific expertise of a research University can directly impact local K-12 science education, by introducing high school teachers and students to the inquiry-based process that is scientific research. Our fundamental premises are that true science knowledge requires active engagement in scientific inquiry, and that teachers and students so engaged can become agents of change in science education. To this end, we propose to immerse selected biology teachers and high school students in an 8-week summer Research Experience, during which they participate directly in cutting-edge research in a University environment. With the participation and guidance of nine University research labs, teacher-student teams in a single lab facility will perform genetic screens for new mutations using three sets of model organisms: bacteria, yeast and C. elegans. Although these research labs have diverse objectives and employ varied experimental approaches and different techniques, there is a common thread in that they use the methods and paradigms of genetics to study health-related problems of interest and concern to the public. Weekly Curriculum Roundtable meetings among participating teachers, a Teacher Advisory Board and University faculty will focus on developing inquiry-based education modules and experiment kits, based on these model organisms, for use in high school and middle-school classrooms, and on methods and mechanisms for assessing the impact of such modules. The modules will be tested, refined and disseminated in one-week Curricular Workshops for high school teachers (who have not done the Research Experience) in project years 2-5. During succeeding years, we will provide experiment Kits for high school classes, with which teachers who have been through our programs can implement the inquiry-based curricular modules. Project evaluations aim to compare teachers who have done the 8-week Research Experience with those who have done the one-week Curricular Workshop, with respect to adoption and effective use of the inquiry-based methods and modules, to track educational and career paths of student participants, and to assess the impact on learning in high school biology.

这一第一/第一阶段项目的总体目标是建立一个模型，说明一个国家的科学专门知识是如何在其国家一级发挥作用的。 研究型大学可以直接影响当地的K-12科学教育，通过引入高中教师， 和学生的探究过程，这是科学研究。我们的基本前提是 科学知识需要积极参与科学探究，教师和学生应该 参与可以成为科学教育变革的推动者。为此，我们建议将选定的 生物学教师和高中学生在为期8周的夏季研究经验，在此期间，他们 在大学环境中直接参与前沿研究。在参与和指导下， 在九个大学研究实验室中，一个实验室设施中的师生团队将进行遗传筛查， 新的突变使用三套模式生物：细菌，酵母和C。优雅的。虽然这些 研究实验室有不同的目标，并采用不同的实验方法和不同的技术， 有一个共同点，他们使用遗传学的方法和范式来研究与健康有关的 公众感兴趣和关心的问题。每周举行课程圆桌会议， 教师、教师顾问委员会和大学教师将集中发展探究式教育 以这些模式生物为基础的供高中和初中使用的模块和实验工具包 课堂，以及评估这些模块的影响的方法和机制。这些模块将 在为期一周的高中教师课程研讨会上进行测试、完善和传播（他们有 未完成研究经验）在项目年2-5。在接下来的几年里，我们将提供 高中班级的实验工具包，通过我们的课程， 实施以探究为基础的课程模块。项目评估的目的是比较教师谁拥有 与那些已经完成为期一周的课程研讨会的人一起完成了为期8周的研究经验， 关于采用和有效使用基于调查的方法和模块，以跟踪教育和 学生参与者的职业道路，并评估对高中生物学学习的影响。