Gene U: Inquiry-based Genomics Learning Experiences for Teachers and Students

描述（由申请人提供）：遗传学和基因组学的进步可能为与粮食生产、环境保护、能源生产和改善人类健康有关的全球挑战提供以前难以想象的解决方案。然而，许多学生和成年人缺乏在健康背景下查找和应用遗传学和基因组学信息所必需的基本理解。此外，许多初中生和高中生没有培养科学和健康素养或培养相关职业兴趣的学校学习经历。为了帮助解决这些教育差异和挑战，Gene U将开发、评估和传播面向初高中受众的新的科学和健康教学资源，重点关注遗传学和基因组学的新兴领域。主题的例子包括：环境在调节多基因表达中的作用，家族史在理解风险和疾病易感性方面的重要性，人体内微生物的重要性和遗传变异性，以及遗传学研究如何促进神经生物学的理解。伦理考虑和生物医学过程的基础，临床和转化研究将编织在整个教学资源。该项目由贝勒医学院和埃默里大学与当地教育机构组成，包括具有广泛教育和科学专业知识的合作者。该项目模式将在两个不同的城市地区实施和评估，这些地区的少数族裔和经济状况不佳的学生入学率很高。项目的具体目标是：1)招募和支持一个由教师领导组成的国家团队，他们将与科学家、临床医生和教育工作者一起工作，制定三个科学和卫生探究补充课程模块，旨在提供3-6周的基于探究的教学；2)与项目合作伙伴合作，在两个大型城市地点，采用匹配良好的比较组研究设计，先后对每个课程模块和配套材料进行实地测试；3)根据现场测试结果修改模块及配套材料；开发基于网络的工具，如论坛、流媒体视频课程演示和可下载的教材，为教师创建一个动态的、基于网络的课程和专业发展资源；4)通过已建立的高流量网站——BioEd Online （www.bioedonline.org）和K8 Science (www.k8science.org)，以及合作伙伴网站上的其他更传统的途径，传播课程和相关资源——课程演示、教师专业发展会议、学生活动和材料。项目的所有方面都将进行形式性和总结性评估，以衡量(1)项目组成部分交付和实施的质量和有效性，以及(2)为教师和学生提供的经验的总体价值。

DESCRIPTION (provided by applicant): Advances in genetics and genomics may offer previously unimaginable solutions to worldwide challenges related to food production, protection of the environment, energy production and improvement of human health. Yet many students and adults lack fundamental understandings necessary to find and apply genetics and genomics information in a health context. In addition, many middle and high school students do not have school learning experiences that develop science and health literacy, or that build interest in related careers. To help address these educational disparities and challenges, Gene U will develop, evaluate and disseminate new science and health teaching resources for middle and early high school audiences--focused on emerging areas in genetics and genomics. Examples of topics include: role of environment in modulating polygenic expression, importance of family history in understanding risk and disease susceptibility, significance and genetic variability of the microorganisms on and within the human body, and how genetics research is advancing neurobiology understanding. Ethical considerations and biomedical processes for basic, clinical and translational research will be woven throughout the teaching resources. The project teams Baylor College of Medicine and Emory University with local education agencies, and includes collaborators with a wide range of educational and scientific expertise. The program model will be implemented and evaluated in two different urban areas with high enrollments of underrepresented minority and economically disadvantaged students. Project specific aims are to: 1) recruit and support a national team of teacher leaders, who will work together and with scientists, clinicians and educators to develop three science and health inquiry supplementary curriculum modules, designed to provide 3-6 weeks of inquiry-based instruction; 2) successively field test each curriculum module and supporting materials, in collaboration with project partners, in two large urban locations, using a well-matched comparison group study design; 3) revise the modules and supporting materials based on field test outcomes; and develop web-based tools--such as forums, streaming video lesson demonstrations and downloadable teaching materials--to create a dynamic, web-based curricular and professional development resource for teachers; 4) disseminate the curriculum and related resources--lesson demonstrations, teacher professional development sessions, and student activities and materials--via the established, high traffic websites, BioEd Online (www.bioedonline.org) and K8 Science (www.k8science.org), and through other, more traditional pathways at the partner sites. All aspects of the project will be evaluated, both formatively and summatively to gauge (1) the quality and effectiveness with which project components are delivered and implemented, and (2) the overall value of the experiences provided to teachers and students.