Mission Empower

使命赋能

• 批准号: 10693461
• 负责人: Jeffrey A Imrich
• 金额: $ 27.6万
• 依托单位: ROCK BY ROCK LLC
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-22 至 2024-09-21
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10693461
• 关键词: Acute; Adopted; Adoption; Adult; Child Health; Color; Communities; Country; Critical Thinking; Data; Development; Educational Curriculum; Effectiveness; Ensure; Evaluation; Feedback; Focus Groups; Game Based Learning; Health; Health education; Hybrids; Knowledge; Learning; Learning Module; Link; Low income; Mission; Monitor; Obesity; Phase; Positioning Attribute; Primary School Faculty; Problem Solving; Process; Public Health; Public Health Education; Research; Resources; STEM student; Schools; Science; Science, Technology, Engineering and Mathematics Education; Series; Small Business Innovation Research Grant; Societies; Students; Surveys; Sweetening Agents; Technology; Testing; Vision; career; design; digital health; digital media; digital technology; efficacy evaluation; empowerment; experience; fifth grade; fourth grade; gaps in access; health knowledge; health literacy; innovation; insight; instrument; learning strategy; nutrition; pedagogical content; project-based learning; prototype; research based learning; role model; scale up; skill acquisition; skills; stem; sugar; teacher; tool; yeast two hybrid system

Project Summary: Mission Empower: Health According to the Society of Public Health Education, only 7.5% of K-5 schools nationally provide sufficient health education (Society for Public Health Education, 2017). IDM and game-based learning strategies have the potential to help close this gap but, to date, most public health solutions have not been scalable (Zamboni, et al 2019). Too often IDM and health solutions are employed in ways that fail to provide teachers insight into resources or a coherent vision for how the products can be effectively used to advance student learning (Pan et al, 2021; Darling-Hammond & Zielezinski, 2014). The problem is particularly acute in elementary STEM and health education, and most accentuated among low-income students and students of color, in whom meaningful STEM and health education opportunities are negligible, thus hindering their STEM identity development (Martin-Hansen, 2018). Mission Empower.was developed to greatly reduce this STEM/health access gap. Thus, the present project was developed to provide a scalable public health solution for the 4th and 5th grade classroom. It pilots, tests and evaluates two hybrid, project-based learning modules that will enable 4th and 5th grade elementary teachers to embed public health topics in their core science curriculum and link the learning to the STEM standards the students must master. This project is significant because it will employ interactive digital media (IDM) and game-based learning practices to increase the adoption of public health curriculum by educators within their core science block. By using a project-based learning approach we will provide teachers a clear, adoptable framework that allows them to easily implement scalable public health information for students. The resulting prototypes will serve as the template for a year-long, standards-aligned, IDM curriculum in public health that will eventually include eight full projects, i.e., “Mission Empower.” This project is innovative in that it employs research on scaling public health curriculum with the best of IDM and game-based learning research within one easy to adopt framework of project-based learning. We will embed the best of game-based learning strategies and interactive games with-in a seamless, easy to use student experience that gives teachers choice over sequencing of learning and the tools needed to monitor student progress through badging and data. By leveraging technology to create a streamlined, simple solution, Mission Empower will ensure scalability and adoption by teachers, leading to increased student access to knowledge that will enhance their stem identities and, eventually, increase the number of students who pursue STEM and health careers. In this Phase I SBIR we will: 1) Develop one initial hybrid learning module prototype, 2) Employ focus groups and authentic user tests with 30 teachers, and 3) Create a second module informed by the first prototype.

项目摘要：使命授权：健康 根据公共健康教育协会的数据，全国只有7.5%的K-5学校提供足够的 健康教育(公共卫生教育学会，2017年)。IDM和基于游戏的学习策略有 帮助缩小这一差距的潜力，但到目前为止，大多数公共卫生解决方案还无法扩展(Zamboni， 等人2019年)。IDM和健康解决方案的使用方式往往不能为教师提供对 关于如何有效地使用产品来促进学生学习的资源或连贯的愿景(PAN 等人，2021；Darling-Hammond&Zielezinski，2014)。这个问题在初级STEM和 健康教育，在低收入学生和有色人种学生中最为突出，其中 有意义的STEM和健康教育机会微乎其微，从而阻碍了他们对STEM的认同 发展(Martin-Hansen，2018)。 任务授权.是为了极大地缩小STEM/卫生服务的获取差距而开发的。因此，本项目 旨在为4年级和5年级教室提供可扩展的公共卫生解决方案。它进行飞行员、测试 并评估了两个混合式、基于项目的学习模块，这两个模块将使小学四年级和五年级 教师将公共卫生主题嵌入他们的核心科学课程，并将学习与STEM联系起来 学生必须掌握的标准。 该项目意义重大，因为它将采用交互式数字媒体(IDM)和基于游戏的学习 在其核心科学领域内增加教育工作者采用公共卫生课程的做法。通过 使用基于项目的学习方法，我们将为教师提供一个明确的、可采用的框架，以便 他们可以轻松地为学生实施可扩展的公共卫生信息。由此产生的原型将作为 为期一年的、符合标准的IDM公共卫生课程的模板，最终将包括 八个完整的项目，即“使命赋权”。 这个项目的创新之处在于，它利用了IDM最好的研究成果来扩展公共卫生课程 而游戏性学习研究在一个易于采用的项目学习框架内。我们会 将最好的基于游戏的学习策略和互动游戏嵌入到无缝、易于使用的 学生体验，让教师可以选择学习顺序和监控所需的工具 学生通过徽章和数据取得进步。通过利用技术创建简化、简单的解决方案， 使命授权将确保可伸缩性和教师的采用，从而增加学生访问 这些知识将增强他们的身份认同，并最终增加追求 主干和健康事业。 在第一阶段SBIR中，我们将：1)开发一个初始混合学习模块原型，2)使用焦点小组 以及与30名教师进行的真实用户测试，以及3)创建由第一个原型通知的第二个模块。