Science Education Enabling Careers (SEEC)

科学教育促进职业发展（SEEC）

• 批准号: 9022538
• 负责人: J. Michael Wyss
• 金额: $ 25.67万
• 依托单位: UNIVERSITY OF ALABAMA AT BIRMINGHAM
• 依托单位国家: 美国
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-05-16 至 2019-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9022538
• 关键词: Academia; Address; Administrator; Adolescence; Area; Attitude; Biomedical Research; Businesses; Camping; Cities; Clinical; County; Development; Dreams; Education; Educational Curriculum; Educational Models; Educational process of instructing; Effectiveness; Engineering; Enrollment; Exposure to; Future Teacher; Health; Individual; Internships; Knowledge; Lead; Learning; Literature; Master of Science; Methods; Middle School Faculty; Middle School Student; Minority; Modeling; Occupations; Parents; Performance; Positioning Attribute; Published Comment; Research; Schools; Science; Scientist; Students; System; Teacher Professional Development; Teaching Method; Testing; Training; Training Programs; Translating; Translations; United States National Institutes of Health; Work; base; biomedical profession; biomedical scientist; career; experience; high school; improved; insight; interest; junior high school; minority student; ninth grade; programs; research study; science education; science teacher; teacher; tool

DESCRIPTION (provided by applicant): Middle school (MS), when students enter adolescence, is perhaps the most critical educational point at which to engage them in science education and attune their dreams to careers in science; however, several obstacles make this transition difficult. The extant literature and our long-term interactive partnerships with teacher identify three important barriers that can limit the effectiveness of MS science education. 1) Teachers often lack sufficient content knowledge in their area of science to effectively teach their students. This is compounded as science is rapidly evolving, requiring teachers to engage in significant professional development to keep pace with knowledge changes. 2) MS teachers typically have little experience in biomedical professions, and thus, they and their students lack a full understanding of how science education translates into meaningful careers. 3) While inquiry-based education is clearly the most effective educational method to create and sustain excitement in students about science, many teachers, especially those in underserved schools, utilize traditional didactic teaching methods they feel maintain classroom order. If teachers are to excite students about science, they need practical lessons, assistance and practice in classroom management. SEEC will address all three issues through teacher education and the creation of modules that will form an effective bridge to allow students and parents to realize the very exciting biomedical careers to which science education can lead. Twelve MS science teachers each year will be enrolled in a summer science careers Boot Camp. Each day the camp will focus on an area of State Science Standards in which the area students are historically deficit. Each session starts content deepening information, delivered by a scientist working in that biomedical-related field. Teachers will then conduct an inquiry-based, participatory experiment that uses the tools of that career to answer a scientific question. Teachers will also receive training in classroom management and individual learning styles and will create inquiry-based experiences that will address the science deficiency and excite students about science career opportunities. All of the teachers will then continue to learn through teaching and research internships (academia and/or biomedical businesses) and in the classroom using modules they develop. The program will also include Science Fair Overnighters to prepare students to be competitive in science and a Biomedical Jobs Fair for the students and parents to learn about science careers. The Intellectual Merit of this project wil be to enhance teacher development by providing up-to-date knowledge of science content, exposure to biomedical scientists and training in participatory science experiments and classroom management thus enabling them to excite MS students about biomedical science education and position them for competitive biomedical careers.. The broader impacts will include the translation and testing of a science education model and the creation of experience that integrate NIH biomedical science research into MS education.

描述（由申请人提供）：中学（MS），当学生进入青春期时，也许是最关键的教育点，可以让他们参与科学教育，并将自己的梦想转变为科学职业的梦想；但是，几个障碍使这种过渡变得困难。现存的文献和我们与教师的长期互动伙伴关系确定了三个重要的障碍，这些障碍可以限制MS Science教育的有效性。 1）教师在其科学领域通常缺乏足够的内容知识来有效地教他们的学生。随着科学的发展迅速发展，这变得更加复杂，要求教师进行重大的专业发展，以跟上知识变化的步伐。 2）MS教师通常在生物医学专业方面几乎没有经验，因此，他们和他们的学生对科学教育如何转化为有意义的职业缺乏完全的了解。 3）虽然基于询问的教育显然是最有效的教育方法，可以在学生中创造和维持有关科学的兴奋，但许多教师，尤其是服务不足的学校的教师，采用了传统的教学教学方法，他们感到自己维持课堂秩序。如果老师要激发学生的科学，他们需要实用的课程，课堂管理方面的帮助和实践。 SEEC将通过教师教育和建立模块来解决所有三个问题，这些模块将形成一个有效的桥梁，使学生和父母能够实现 科学教育可以领导的非常令人兴奋的生物医学职业。每年有12名MS科学老师将入学夏季科学职业新兵训练营。营地每天都会关注该地区学生历史上赤字的领域。每个会话都会由在生物医学相关领域工作的科学家提供内容加深信息。然后，教师将进行基于询问的参与式实验，该实验使用该职业的工具来回答科学问题。教师还将接受课堂管理和个人学习风格的培训，并将创造基于询问的经验，以解决科学缺乏症，并激发学生对科学职业机会的兴奋。然后，所有教师将继续通过教学和研究实习（学术界和/或生物医学业务）以及使用他们开发的模块来学习。该计划还将包括科学博览会过高的人，以使学生在科学领域具有竞争力和生物医学工作展览会，以了解学生和父母了解科学职业。该项目的智力优点将通过提供科学内容的最新知识，对生物医学科学家的接触以及参与式科学实验和课堂管理的培训来增强教师的发展，从而使他们能够激发MS学生对生物医学的教育并为他们定位为竞争性的生物医学职业而定位。