Biology-Environmental Health Science Nexus: Inquiry, Content, and Communication

生物学与环境健康科学的关系：探究、内容和交流

• 批准号: 8308360
• 负责人: DAVID Harold PETERING
• 金额: $ 26.58万
• 依托单位: UNIVERSITY OF WISCONSIN MILWAUKEE
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-08-01 至 2014-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8308360
• 关键词: Alcohols; Area; Asthma; Attention; Back; Behavior; Biological Sciences; Biology; Child Development; Color; Communication; Communication Research; Databases; Development; Education; Educational process of instructing; Educational workshop; Elements; Environment; Environmental Health; Evaluation; Foundations; Funding; Gap Junctions; Genetic; Goals; Habits; Health; Heart; Internet; Journals; Knowledge; Learning; Link; Mentors; Methods; Minority; Modeling; Molecular Biology; Motion; National Center for Research Resources; Phase; Program Evaluation; Property; Publications; Publishing; Reporting; Research; Research Project Grants; Rest; School Teachers; Schools; Science; Scientist; Series; Services; Societies; Sorting - Cell Movement; Students; Teacher Professional Development; Technology; Thinking; Ultraviolet Rays; United States National Institutes of Health; Work; Writing; aquatic organism; base; boys; career; college; experience; feeding; girls; high school; innovation; interest; lead exposure; literacy; metropolitan; middle school; ninth grade; programs; public health relevance; research study; science education; skills; social; socioeconomics; success; symposium; teacher; tenth grade

DESCRIPTION (provided by applicant): The proposed program, "Biology-Environmental Health Science Nexus: Inquiry, Content, and Communication," focuses on the high school General Science and Biology teachers and students in metropolitan Milwaukee, particularly minority students in the Milwaukee Public School District. Our general objective is to develop the skills of inquiry in teachers and students as the basis for doing and understanding science, particularly in relation to life science and environmental health. This goal takes form in science content recommended by the National Science Education Standards in the areas of genetics, cellular properties, and organismic behavior. These areas are enriched by strong links to environmental health issues of importance to students, including exposure to lead, alcohol, and UV radiation and conditions such as asthma. A series of fully developed and supported experiment modules will be created that can be used to teach ninth grade General Science and tenth grade Biology content. Each involves the use of aquatic organisms as biomedical models and some include macromolecular models and molecular biology experimentation. The Modules set in motion activities that together provide teachers and students with multiple encounters with authentic scientific inquiry. Integrated with the modules in two science courses are student communication about the experiments within and between classes, writing and publishing research communications and reports, and participation in an annual research conference. Teachers gain professional development through workshops, yearly scientific and educational support, evaluation activities and feed-back, and doing program activities that enhance their abilities as scientists and science mentors for their students. In order to accomplish our objective, we have the following specific aims for students: 1. To adapt current middle school Life Science experiment modules for high school General Science. 2. To develop and implement experiment modules for high school Biology that relate to current modules used in middle school Life Science (aim 1) and combine curricular content with environmental health relevance. 3. To develop students' scientific communication skills through written research reports, inter-class internet discussion of results and interpretations, and through convening a yearly student research conference. 4. To engage students (boys and girls) of color from various socioeconomic and ethnic backgrounds. For teachers to accomplish these aims, other program goals are: 5. To offer yearly summer workshops for teacher professional development (General Science and Biology workshops) in science inquiry, based on the experiment modules. 6. To link teachers with student teachers who have studied the modules in a UW-Milwaukee College of Education course on scientific inquiry. 7. To provide teachers with robust scientific and educational support for the introduction of experiment modules and communication activities into their courses. 8. To include a vigorous national dissemination component to the program. 9. To conduct probing, thorough evaluation of the proposed program and its elements that includes formative and summative evaluation. PUBLIC HEALTH RELEVANCE (provided by applicant): The proposed project aims to increase the number of students with effective life science literacy and some with ambitions to undertake biomedical careers. We focus our program on the heart of science, namely inquiry and do so in relation to important elements of life science content as well as students' and society's wider interests in the environment and health. Together, they provide the intellectual base needed to be scientifically active and the connections to everyday world that stimulate student excitement about scientific knowledge and inquiry.

描述（由申请人提供）：拟议的项目，“生物学-环境健康科学联系：探究，内容和交流”，重点关注密尔沃基大都会的高中普通科学和生物教师和学生，特别是密尔沃基公立学区的少数民族学生。我们的总体目标是培养教师和学生的探究技能，作为从事和理解科学的基础，特别是与生命科学和环境健康有关的科学。这一目标体现在国家科学教育标准推荐的遗传学、细胞特性和生物行为领域的科学内容中。这些领域与对学生很重要的环境健康问题，包括接触铅、酒精和紫外线辐射以及哮喘等疾病，有着密切的联系，从而丰富了这些领域。一系列完全开发和支持的实验模块将被创建，可用于教授九年级的通识科学和十年级的生物内容。每一个都涉及使用水生生物作为生物医学模型，有些包括大分子模型和分子生物学实验。这些模块启动了一系列活动，共同为教师和学生提供了多次接触真实科学探究的机会。与两门科学课程的模块相结合的是学生在课堂内和课堂间的实验交流，撰写和发表研究交流和报告，以及参加年度研究会议。教师通过研讨会、年度科学和教育支持、评估活动和反馈，以及开展项目活动来提高他们作为科学家和学生科学导师的能力，从而获得专业发展。为了实现我们的目标，我们对学生有以下具体目标：1。将现有的初中生命科学实验模块与高中通识科学实验模块相适应。开发和实施与中学生命科学现有模块相关的高中生物学实验模块（目标1），并将课程内容与环境健康相关结合起来。3. 通过书面研究报告、班级间的网络讨论和解释，以及每年召开一次学生研究会议，培养学生的科学交流能力。4. 吸引来自不同社会经济和种族背景的有色人种学生（男孩和女孩）。为了让教师实现这些目标，项目的其他目标是：在实验模块的基础上，每年为教师提供科学探究专业发展的暑期讲习班（普通科学和生物讲习班）。6. 将教师与学习过威斯康星大学密尔沃基分校教育学院科学探究课程模块的实习教师联系起来。7. 为教师在课程中引入实验模块和交流活动提供有力的科学和教育支持。8. 在该方案中列入强有力的全国传播内容。9. 对提议的项目及其要素进行深入、彻底的评估，包括形成性评估和总结性评估。