A New Genomic Framework for Schools and Communities

描述(由申请人提供)：该项目将通过开发新一代学习材料来为科学学习领域做出创新贡献，该材料融合了将基因-环境相互作用与自然选择联系起来的正式和非正式学习经验，并利用K-12科学教育框架和下一代科学标准的核心思想，将这些相互作用与社区成员相关的健康问题联系起来。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。这些材料将使用以探究为基础的科学教育方法，将纳入多媒体材料和学生对互动技术的使用，将包括对基因组问题的伦理讨论，并将非正式和社区活动与课堂上发生的活动联系起来。这些材料将利用修改后的学习目标驱动的学习过程编写，这是项目组成员进行了20多年科学教育研究的产物。 该项目将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、图书馆和社区组织建立一个示范伙伴关系，将两所大学制定课程。博物馆展品将详细阐述课程中涵盖的主题，为学生课堂作业提供证据。图书馆和社区组织将举办活动，让学生分享他们的工作，并与他们的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。学生们将进行基因组学的实地考察 研究设施和基因组学专业人士将参观教室。这些非正式的科学教育活动将被计划用来加强学生的学习，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，该项目的评估计划将纳入形成性和终结性评估，随着课程和社区努力被打包以便更广泛地使用，中期终结性评估将在第三年结束时进行，最后终结性评估将在第五年进行。该项目的传播计划将利用出版物、演示文稿和一个互动网站，在项目实施期间和项目结束时分享项目的设计、经验和发现。 由于底特律75%的学生和96%的底特律学生是非裔美国人和拉丁裔(加在一起)，该项目将缩小在科学学习方面的成就差距，并激发少数族裔进入科学和健康职业的兴趣。

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.