Curricula Modeled on Biodiversity & Vector-Borne Disease

以生物多样性为模型的课程

• 批准号: 8132160
• 负责人: Leonard E Munstermann
• 金额: $ 8.4万
• 依托单位: YALE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-09-25 至 2012-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8132160
• 关键词: Acclimatization; Agriculture; Ally; Arthropods; Biodiversity; Biological; Biological Models; Biology; Biomedical Research; Botanicals; California; Collection; Communicable Diseases; Communities; Connecticut; Data; Development; Disease; Ecology; Educational Curriculum; Educational process of instructing; Encephalitis; Environment; Epidemiology; Evaluation; Event; Exhibits; Exposure to; Family; Forestry; General Population; Goals; Government; Hand; Health; Institutes; Institution; Internal Medicine; International; Laboratories; Learning; Logistics; Lyme Disease; Manuals; Marketing; Modeling; Multimedia; Museums; Natural History; Nature; Phase; Population; Positioning Attribute; Process; Program Development; Public Health; Publications; Research; Research Personnel; Research Project Grants; Resources; School Teachers; Schools; Science; Scientist; Site; Specialist; Specific qualifier value; Specimen; Students; Technical Expertise; Testing; Texas; Travel; Universities; Vector-transmitted infectious disease; Videoconferences; Videoconferencing; Visit; West Nile virus; Wisconsin; Work; base; design; disease transmission; environmental change; experience; graduate student; innovation; instrument; knowledge base; medical schools; meetings; middle school; practical application; programs; public education; research facility; research study; role model; science education; skills; symposium; teacher; tool; web site

The recent resurgence of important infectious diseases has led to a need for K-12 school curricula that create a better understanding of disease transmission dynamics and their biological underpinnings. To produce these curricula, Lyme disease and West Nile encephalitis were selected as models because of their public health significance, because they provide a window for understanding broader biological relationships, and, finally, because Yale University is a major research center for these diseases and can provide scientifically authoritative curriculum content. A disease-based curriculum project will enable a natural partnership between (1) government and academic research institutions, (2) the Peabody museum and its educational staff, (3) concerned K-12 teachers and (4) school distdcts in need of new teaching tools. In Phase I, investigators from the Yale University School of Medicine and the Connecticut Agricultural Experiment Station together with Peabody Museum educators will work with a select group of ten science teachers from three urban public school districts. With logistic and materials support from the museum educators, these teachers will design the curriculum resources to include inquiry-based lesson plans, teacher reference manual, and student science kits. Researchers will provide expertise and technical assistance, graduate students dedicated to the project will assist more directly in the development and implementation phases, and the museum will provide and organize specimens for 'hands-on' activities. Lyme disease and West Nile encephalitis will serve as model systems for exploring interactions between biodiversity and vector-borne disease under the guiding paradigms provided by national standards for science teaching. The teacher-designed resources will undergo rigorous field testing and refinement before integration into the formal science curriculum in each district. This includes evaluation by professionals in curriculum development and student level impact. In Phase II, the curriculum resources will be disseminated regionally and nationally. Participating classrooms will be connected electronically for discussion and comparison of data from research projects via the museum's videoconference facility. Public education initiatives will include hands-on learning experiences at the museum, academic symposia, and a traveling exhibit and will feature the juxtaposition of biodiversity studies and biomedical research on Lyme/West Nile. Project activities are expected to reach 5,850 students dudng Phase I and 11,400 students in Phase II. Museum activities will impact annually 4,000 visitors at the Peabody Museum; the traveling exhibit will impact an additional 150,000 each year.

最近重要的传染病的重新兴起导致了K-12学校课程的需求 了解疾病传播动态及其生物基础。为了产生这些课程，莱姆 疾病和西尼罗河脑炎因其公共卫生意义而被选择为模型，因为它们 提供一个了解更广泛的生物学关系的窗口，最后，因为耶鲁大学是一项主要研究 这些疾病中心，可以提供科学的权威课程内容。基于疾病的课程项目 （1）政府和学术研究机构之间的自然伙伴关系，（2）皮博迪博物馆和 它的教育人员（3）涉及K-12教师和（4）需要新的教学工具的学校Distdcts。在第一阶段， 耶鲁大学医学院和康涅狄格州农业实验站的调查人员以及 皮博迪博物馆教育工作者将与来自三个城市公立学区的十个科学老师组成的精选小组。 借助博物馆教育工作者的后勤和材料支持，这些老师将设计课程资源 包括基于查询的课程计划，教师参考手册和学生科学套件。研究人员将提供专业知识 和技术援助，致力于该项目的研究生将更直接地帮助开发和 实施阶段，博物馆将为“动手”活动提供并组织标本。莱姆病和 西尼罗河脑炎将用作模型系统，用于探索生物多样性与媒介疾病之间的相互作用 在国家科学教学标准提供的指导范式下。教师设计的资源将 在整合到每个地区的正式科学课程之前，都要经过严格的现场测试和完善。这 包括专业人士在课程发展方面的评估和学生级别的影响。在第二阶段，课程 资源将在区域和全国范围内传播。参与教室将通过电子连接 通过博物馆的视频会议设施对研究项目的数据进行讨论和比较。公共教育 倡议将包括博物馆的动手学习经验，学术研讨会和旅行展览，并将 具有生物多样性研究和莱姆/西尼罗河生物医学研究的并置。预计项目活动将 在第二阶段的第一阶段达到5,850名学生和11,400名学生。博物馆活动将每年影响4,000名游客 皮博迪博物馆；巡回展览每年将增加150,000。