Epidemiology and the Energy Balance Equation

流行病学与能量平衡方程 项目摘要 该项目广泛的长期目标是：1)创建一门课程，名为流行病学和 能量平衡方程，培养中学生对流行病学科学的理解 通过探索体育活动和饮食的模式及其对健康的影响；2)为教师教学做好准备 通过举办专业发展研讨会对课程进行评估；3)通过确定 它在多大程度上与提高科学素养、科学探究能力、理解力 流行病学，体力活动和饮食及其对健康的影响的知识，并增加 对科学和公共卫生职业的兴趣；以及4)通过由 科学、数学和健康教师，在初中和高中，以及在不同的场所。 课程将根据落后的课程设计开发原则创建，这一原则要求首先 确定流行病学的持久理解，然后制定可信的评估，以 确定学生何时掌握了这些理解，最后，使用经久不衰的理解 以及作为设计规范的真实评估，用于规划将构成 流行病学和能量平衡方程课程。 由来自五个不同学区的10对科学教师组成的实地测试小组将准备 他们通过参加为期三周的专业发展研讨会教授课程，在 每对学区教师将对整个课程进行试点测试，每组10名学生。 该课程将在课后流行病学和公共卫生俱乐部进行实地测试 由实地考察队的老师。在现场测试期间，使用前测/后测、实验/对照 小组研究设计，我们将检验接触课程将提高科学素养的假设， 具备科学探究能力、流行病学知识、体力活动和饮食知识，以及 他们的健康后果，并增加了对科学和公共卫生事业的兴趣。 根据以上经验，课程将进行修订，发布在《流行病学与能源》上 平衡方程式网站，并通过利用政府监管来传播它，在专业人士中演示 会议，举办专业发展研讨会，并调整课程以供特定机构使用 观众。流行病学与能量平衡方程 项目叙事 我们将创建一个基于反向设计课程开发原则的课程，名为 流行病学与能量平衡方程对中学生心理健康发展的影响 通过探索体力活动和饮食模式，了解流行病学科学 他们的健康后果。 我们将建立一个实地测试小组，由10对科学教师组成，他们是成员 关于蒙特克莱尔州立大学教育更新网络，并让他们准备好教授 为期三周的专业发展研讨会的课程，在此期间，每对教师 将与来自蒙特克莱尔州立大学的10名学生小组一起试行整个课程 学业天赋和才华青年计划。 我们将在课后流行病学和公共卫生俱乐部对课程进行实地测试，这些俱乐部由 现场测试团队的老师们。在现场测试期间，使用前测/后测、试验性/ 控制组研究设计，我们将检验接触课程会改善的假设 科学素养，科学探究能力，对流行病学的理解和对科学知识的了解 体育活动和饮食及其对健康的影响，并增加对科学和职业的兴趣 在公共卫生方面。 根据以上经验，我们将修改课程，将其张贴在流行病学和 能量平衡方程网站，并通过利用政府监管来传播它， 在专业会议上发言，举办专业发展研讨会，并适应 供特定受众使用的课程。

Epidemiology and the Energy Balance Equation Project Summary The broad, long-term objectives of this project are to: 1) create a curriculum, called Epidemiology and the Energy Balance Equation, that develops middle school students' understanding of the science of epidemiology by exploring patterns of physical activity and diet and their health consequences; 2) prepare teachers to teach the curriculum by conducting professional development workshops; 3) evaluate the curriculum by determining the degree to which it is associated with improved scientific literacy, abilities in scientific inquiry, understanding of epidemiology, and knowledge of the physical activity and diet and their health consequences, and increased interest in science and careers in public health; and 4) disseminate the curriculum by having it taught by science, mathematics, and health teachers, in both middle and high school, and in a variety of venues. The curriculum will be created based on backward design curriculum development principles that call for first identifying epidemiology's enduring understandings, then developing authentic assessments that will determine when students have grasped those understandings, and lastly, using the enduring understandings and authentic assessments as design specifications, for planning the learning experiences that will constitute the Epidemiology and the Energy Balance Equation curriculum. A Field-Testing Team, consisting of 10 pairs of science teachers from five different school districts, will prepare them to teach the curriculum by participating in a three-week, professional development workshop, during which each school-district pair of teachers will pilot-test the entire curriculum with groups of 10 students. The curriculum will field-test the curriculum in after-school Epidemiology and Public Health Clubs that are led by the Field-Testing Team teachers. During the field-test, using a pre-test / post-test, experimental / control group study design, we will test the hypotheses that exposure to the curriculum will improve scientific literacy, abilities in scientific inquiry, understanding of epidemiology, and knowledge of the physical activity and diet and their health consequences, and increase interest in science and careers in public health. Based on the above experiences, the curriculum will be revised, posted on an Epidemiology and the Energy Balance Equation web site, and disseminate it by leveraging government regulation, presenting at professional meetings, conducting professional development workshops, and adapting the curriculum for use by specific audiences. Epidemiology and the Energy Balance Equation Project Narrative We will create a curriculum based on backward design curriculum development principles, called Epidemiology and the Energy Balance Equation, which develops middle school students' understanding of the science of epidemiology by exploring patterns of physical activity and diet and their health consequences. We will establish a Field-Testing Team, consisting of 10 pairs of science teachers, who are members on the Montclair State University Network for Educational Renewal, and prepare them to teach the curriculum in a three-week, professional development workshop, during which each pair of teachers will pilot-test the entire curriculum with groups of 10 students from Montclair State University Academically Gifted and Talented Youth Program. We will field-test the curriculum in after-school Epidemiology and Public Health Clubs that are led by the Field-Testing Team teachers. During the field-test, using a pre-test / post-test, experimental / control group study design, we will test the hypotheses that exposure to the curriculum will improve scientific literacy, abilities in scientific inquiry, understanding of epidemiology, and knowledge of the physical activity and diet and their health consequences, and increase interest in science and careers in public health. Based on the above experiences, we will revise the curriculum, post it on an Epidemiology and the Energy Balance Equation web site, and disseminate it by leveraging government regulation, presenting at professional meetings, conducting professional development workshops, and adapting the curriculum for use by specific audiences.