BRAIN to High Schools

描述(由申请人提供)：明尼苏达大学神经科学系和课程与教学部与圣保罗公立学校和阿诺卡-亨内平学区合作，提议开发、实施、评估和传播一个结合神经科学和探究式教学的示范高中生物医学教育计划。该项目名为Brain(将神经科学中的资源、活动和探究带到高中)，将把大学的专业知识与地区教练的专业知识结合起来，以促进对神经科学及其健康相关问题的理解和应用，并将其纳入高中科学课程。我们建议开发、实施、测试、评估和传播为期两年的暑期教师学院(称为BrainU 101和BrainU 202)，目标是来自明尼苏达州两个最大学区的高中科学教师和地区教练。在9-12年级，2004年的MN科学标准现在要求理解神经系统如何维持动态平衡，这是一个适合高中生成熟的复杂概念。因此，这些研究所的内容重点将是神经科学，包括对认知、学习、情绪、临床试验过程以及自主神经系统如何调节动态平衡的理解，重点是探究教学法。该计划将扩展之前开发的一种成功的模式，用于培训中学科学教师，在学校、建筑和学区内灌输生物教学实践，以支持培养更高层次的思维和探究技能。这份提案提出的教育研究问题是，这种深入的教师神经科学和探究培训如何影响学生的学习。提出了一种准实验设计，将比较教师和学生的知识和态度，并使用探究实践。参与的教师和他们的教室将在进入BrainU学院之前和之后进行比较。参与的教师和他们的教室将在地区内与非参与的生物教师进行比较。此外，参与高中的MN MCA-II科学测试的标准化学生成绩将与非参与高中的学生进行比较，并与社会经济变量相匹配。通过参加培训体验和在职 随后，地区教练将接受培训，在保持其地区的内容和教学方法方面发挥领导作用。 公共卫生相关性(由申请者提供)：明尼苏达大学神经科学系和课程与教学部与圣保罗公立学校和阿诺卡-亨内平学区合作，提议为高中生物课堂开发、实施、评估和传播一个结合神经科学和探究式教学的高中生物医学科学教育项目范本。提出的教育研究问题是，这种深入的教师神经科学和探究培训如何影响学生的学习。提出了一种准实验设计，将比较教师和学生的知识和态度，并使用探究实践。

DESCRIPTION (provided by applicant): The University of Minnesota's Department of Neuroscience and Department of Curriculum and Instruction in conjunction with the St. Paul Public Schools and Anoka-Hennepin School District propose to develop, implement, evaluate, and disseminate a model high school biomedical science education program combining neuroscience and inquiry-based instruction. The project, BRAIN (BRINGING RESOURCES, ACTIVITIES, & INQUIRY IN NEUROSCIENCE) TO HIGH SCHOOLS, will combine University expertise with that of district coaches to promote enhanced understanding and application of neuroscience and its health-related issues into high school science curriculum. We propose to develop, implement, test, evaluate, and disseminate a two-year sequence of summertime teacher institutes (called BrainU 101 and BrainU 202) aimed at high school science teachers and district coaches from the two largest school districts in the state of Minnesota. In grades 9-12, the 2004 MN Science Standards now require an understanding of how the nervous system maintains homeostasis, a sophisticated concept appropriate for the maturity of high school students. Thus, the content focus of the institutes will be neuroscience, including an understanding of cognition, learning, emotions, the clinical trial process and how the autonomic nervous system regulates homeostasis, with an emphasis on inquiry pedagogy. The program will expand a successful model previously developed for training middle school science teachers to inculcate biology teaching practices within schools buildings and districts that support developing higher order thinking and inquiry skills. The educational research question posed in this proposal is how does this in-depth teacher neuroscience and inquiry training affect student learning. A quasi-experimental design is proposed that will compare teacher and student knowledge and attitudes, and use of inquiry practices. Participating teachers and their classrooms will be compared before and after attending the BrainU institutes. Participating teachers and their classrooms will be compared to those of non-participating, within district biology teachers. In addition, standardized student scores on the MN MCA-II Science test from participating high schools will be compared to those from non-participating high schools, matched for socioeconomic variables. By participating in the training experience and in in-service follow-up, district coaches will themselves be trained to assume leadership roles in maintaining the content and pedagogy resident within their districts. PUBLIC HEALTH RELEVANCE (provided by applicant): The University of Minnesota's Department of Neuroscience and Department of Curriculum and Instruction in conjunction with the St. Paul Public Schools and Anoka-Hennepin School District propose to develop, implement, evaluate, and disseminate a model high school biomedical science education program combining neuroscience and inquiry-based instruction for high school biology classrooms. The educational research question posed is how does this in-depth teacher neuroscience and inquiry training affect student learning. A quasi-experimental design is proposed that will compare teacher and student knowledge and attitudes, and use of inquiry practices.