A New Genomic Framework for Schools and Communities

学校和社区的新基因组框架

• 批准号: 9223759
• 负责人: Toby Citrin Citrin
• 金额: $ 23.51万
• 依托单位: MICHIGAN STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-05-15 至 2019-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9223759
• 关键词: Achievement; Adult; African American; African American student; Area; Characteristics; Communities; Disease; Educational Curriculum; Educational workshop; Environment; Ethics; Evaluation; Event; Evolution; Exhibits; Family; Foundations; Generations; Genes; Genetic; Genetic Research; Genomics; Goals; Health; Individual; Institution; K-12 science education; Laboratory Research; Latino; Learning; Libraries; Link; Mentors; Minority; Modeling; Multimedia; Museums; National Research Council; Natural Selections; Next Generation Science Standards; Parents; Policies; Population; Process; Public Health; Publications; Recording of previous events; Schools; Science; Social Policies; Students; System; Technology; Testing; Universities; Visit; Work; base; career; design; digital; education research; eighth grade; ethnic diversity; experience; field trip; formal learning; gene environment interaction; graduate student; informal learning; innovation; interest; learning materials; literacy; meetings; member; program dissemination; public health relevance; racial diversity; research facility; science education; science museum; seventh grade; web site

DESCRIPTION (provided by applicant): This project will provide an innovative contribution to the field of science learning by developing a new generation of learning materials that blends formal and informal learning experiences that relate gene- environment interactions to natural selection and ties these interactions to health issues of relevance to community members using the core ideas from the Framework for K-12 Science Education and the Next Generation Science Standards. The digital curriculum materials we will develop will provide 7th and 8th grade students with a framework for learning genomics (including gene-environment relationships) and evolution. The materials will use the approach of inquiry-based science education, will incorporate multi-media materials and the use of interactive technology by students, will include ethical discussion of genomics issues, and will link informal and community activities to those that happen in the classroom. The materials will be developed utilizing a modified learning goals driven learning process that is the product of more than 20 years of science education research conducted by members of the project team. The project will develop a model partnership joining the two universities developing the curriculum with the public school systems in Flint and Detroit, as well as science and history museums, libraries and community- based organizations in both communities. Museum exhibits will elaborate on topics covered in the curriculum, providing evidence for student classroom-assigned projects. Libraries and community-based organizations will host events at which students will share their work and will engage in discussion of ethical, social and policy issues related to genomics with their parents and other adults. Students will take field trips to genomics research facilities and genomics professionals will visit classrooms. These informal science education activities will be planned to strengthen student learning while advancing genomic literacy among the community. The project's evaluation plan will incorporate formative and summative evaluation as the curriculum is designed, tested and iteratively revised, with interim summative assessment at the end of year 3 and final summative assessment in year 5, as the curriculum and community efforts are packaged for broader use. The project's dissemination plan will utilize publications, presentations, and an interactive web site to share the project's design, experience, and findings, both during its implementation and at the project's conclusion. Since 75 percent of Detroit students and 96% of Detroit students are African American and Latino (combined) the project will reduce the achievement gap in science learning and stimulate interest among minorities to enter science and health careers.

描述（申请人提供）：该项目将通过开发新一代学习材料，为科学学习领域做出创新性贡献，这些材料将正式和非正式的学习经验结合起来，将基因-环境相互作用与自然选择联系起来，并将这些相互作用与社区成员相关的健康问题联系起来，使用K框架的核心思想，12科学教育和下一代科学标准。我们将开发的数字课程材料将为7年级和8年级的学生提供学习基因组学（包括基因与环境的关系）和进化的框架。这些材料将采用以探究为基础的科学教育方法，将包括多媒体材料和学生使用互动技术，将包括关于基因组学问题的伦理讨论，并将把非正式和社群活动与课堂上发生的活动联系起来。这些材料将利用一个经过修改的学习目标驱动的学习过程来开发，这是项目小组成员进行的20多年科学教育研究的产物。 该项目将发展一种模式伙伴关系，将两所大学与弗林特和底特律的公立学校系统以及两个社区的科学和历史博物馆，图书馆和社区组织一起开发课程。博物馆展品将阐述课程中涵盖的主题，为学生课堂指定的项目提供证据。图书馆和社区组织将举办活动，学生将分享他们的工作，并与父母和其他成年人讨论与基因组学有关的伦理、社会和政策问题。学生将实地考察基因组学 研究机构和基因组学专业人员将参观教室。计划这些非正式科学教育活动是为了加强学生的学习，同时提高社区的基因组素养。 随着课程的设计、测试和反复修订，该项目的评价计划将纳入形成性和总结性评价，在第三年年底进行中期总结性评估，在第五年进行最后总结性评估，因为课程和社区努力被打包以供更广泛使用。该项目的传播计划将利用出版物、介绍和互动网站，在项目执行期间和项目结束时分享项目的设计、经验和调查结果。 由于75%的底特律学生和96%的底特律学生是非洲裔美国人和拉丁裔（合并），该项目将减少科学学习的成就差距，并激发少数民族进入科学和健康职业的兴趣。