Indians into Medicine: Native Educator University Research Opportunity in Neuroscience (INMED: NEUROscience)

项目摘要/摘要 美国印第安人在医学和生物医学职业领域的代表性严重不足，相当于 健康状况低得不成比例。对K-12 STEM教育的广泛研究证实，学生的兴趣 在科学方面，从很小的时候就开始了，需要在整个中、中学阶段不断地培养 学校吸引学生攻读理科专业。在神经科学实验室的真实研究体验 有能力提高教师创造引人入胜和有意义的学习环境的能力 这激发、支持和灌输了美国印第安人学生的信心，努力帮助他们克服 他们在进入科学领域并成为STEM专业人员的道路上面临的一些障碍。这个 印度人走进医学：本土教育者大学神经科学研究机会(INMED： 神经科学)是一个综合性的职业发展计划，是一个合作的努力 关于神经科学研究人员、教育人员和美国印第安人支持专业人员的优势， 提供一种既以科学为导向又具有文化敏感性的整体方法。INMED：神经科学带来 美国印第安人部落初中和高中的教师们一起：(1)进行神经科学研究 实验室加深对科学过程的了解；(2)相互连接以实现同行 支持，并与生物医学教育学院一起提供教学支持；以及(3)借鉴经验和 美国印第安人支持专业人士的资源，以提供社会和文化支持。加在一起，这些 组件帮助教师找到有效地将实验室研究转化为基于探究的、 为学生提供学习机会。INMED：神经科学研究教育计划 围绕整合科学知识过程和STEM学习概念的总主题 通过为期八周的神经科学暑期研究体验。这些研究项目将揭示 教师要在现实世界中使用“科学方法”和研究技巧，这将是后续的 有针对性的科学教育学培训，以创造变革性的学习活动。为教师提供 在实验室中以明确的方式提供科学内容，同时随着他们的学习增长他们的教学知识和技能 在课堂上制定、实施和反思他们的教案。该评估计划包含许多 检查显式和嵌入式内容交付方法的方面。数据收集包括 问卷调查、教学演示、直接观察、教案评估和非正式 讨论。总体而言，该计划将促进教师有效地实施科学的过程 他们的教室，导致了以探究为基础的科学课程，这促进了学术成就和负担 学生们有更多的机会在科学和医疗保健领域寻找职业。此计划的结果将添加 为不同类型的教师理解有效的科学专业发展经验 学习者。

Project Summary/Abstract American Indians are greatly underrepresented in medicine and biomedical career fields, corresponding to a disproportionately low health status. Extensive research in K-12 STEM education confirms that student interest in science starts at an early age, and needs to be continually fostered throughout the middle and secondary school to attract students to science majors. An authentic research experience in a neuroscience laboratory has the capability to increase a teacher's capacity to create engaging, and meaningful learning environments that excite, support, and instill confidence in American Indian students, in an effort to help them overcome some of the obstacles they face on the path to entering science fields and becoming STEM professionals. The Indians Into Medicine: Native Educator University Research Opportunity in Neuroscience (INMED: NEUROscience) is a comprehensive professional development program that is a collaborative effort drawing on the strengths of neuroscience researchers, education faculty, and American Indian support professionals, to provide a holistic approach that is both science-driven and culturally sensitive. INMED: NEUROscience brings teachers in American Indian tribal middle and high schools together to: (1) conduct research in neuroscience laboratories to gain a deeper understanding of the process of science; (2) connect with each other for peer support, and with biomedical education faculty for pedagogical support; and (3) draw on the experience and resources of American Indian support professionals for social and cultural support. Together, these components help teachers identify ways to effectively translate laboratory research into inquiry-based, engaging learning opportunities for students. The INMED: NEUROscience Research Education Program Plan revolves around a general theme of integrating the process of science knowledge and STEM learning concepts through an eight-week summer research experience in neuroscience. The research projects will expose teachers to the real-world use of the “scientific method” and research techniques, which will be followed-up by targeted science pedagogy training to create transformative learning activities. Teachers are provided with science content in an explicit manner in the lab, while growing their pedagogical knowledge and skills as they create, implement, and reflect on their lesson plans in the classroom. The evaluation plan incorporates many aspects that examine both explicit and embedded content delivery methods. Data collection includes questionnaires, teaching demonstrations, direct observations, lesson plan evaluation, and informal discussions. Overall, the program will promote teachers' effective implementation of the process of science into their classrooms, leading to inquiry-based science courses, which foster academic achievement and afford students a greater opportunity to seek out careers in science and healthcare. Results of this program will add to the understanding of effective science professional development experiences for teachers of diverse learners.