The Phenomenal Genome: Evolving Public Understanding of Genetics in the Post-Mendelian Era

探索博物馆的现象基因组：进化中的公众对遗传学的理解 后孟德尔时代的项目解决了越来越多的需要发展基因组扫盲的问题 公众普遍存在。在过去的二十年里，基因组学研究的爆炸性增长导致了 人类健康和人类表型的决定因素日益复杂的图景，以及 这项研究的应用现在正在进入临床、媒体和 消费者的手。该项目的目标是创建一个提高基因组识字率的模型 通过非正式的科学教育规划(ISE)，创造一条更好的决策途径 有利于个人和整个社会的健康。现象级基因组专注于 普通科技馆的参观者和初中生的老师。 探索博物馆科学教育方法的核心是创造有趣的、 直接和亲身经历的挑衅性和可调查的现象 展览，促进探索、项目和教师专业发展。超过两个人 多年来，我们将开发、测试和迭代基于探究的专业发展，以帮助教师 发展对当代基因组学和遗传学原理的理解并将其整合到 他们的教室。在此期间，将为120名初高中教师提供服务，并 除此之外，还有更多，因为发展的活动和讲习班成为 我们的教师专业发展规划。一位专门研究教师的学习型科学家 学习将进行研究，以确定哪些方法和经验是最多的 在这种情况下有效，以及为什么。 在一个平行的过程中，我们将开发和测试博物馆地板上的展品和经验 博物馆参观者，使用类似的迭代过程使用嵌入的 学习型科学家研究访客学习。我们计划定义在以下方面有效的方法 受众和背景，以及在特定背景下工作最好的那些。 通过这项工作，我们将为当代教与学开发新的资源 基因组学和遗传学，并确定在当代交流中有前途的做法 基因组学和遗传学在观众之间的非正式空间。我们将公布我们的调查结果 通过面向ISE社区的会议、同行评议文章和研讨会。

Exploratorium’s The Phenomenal Genome: Evolving Public Understanding of Genetics in the Post-Mendelian Era project addresses the increasing need to develop genomic literacy in the public at large. The explosion of genomics research over the past two decades has led to an increasingly complex picture of the determinants of human health and human phenotypes, and the applications of this research are now making their way into the clinic, the media, and the hands of consumers. The goal of this project is to create a model for increasing genomic literacy through Informal Science Education programming (ISE), creating a pathway for better decision making for the health of individuals and society at large. The Phenomenal Genome focuses on general science museum visitors and teachers of middle and high school students. The core of the Exploratorium’s approach to science education is the creation of intriguing, provocative and investigable phenomena that are experienced directly and personally through exhibits, facilitated explorations, programs, and teacher professional development. Over two years, we will develop, test, and iterate inquiry-based professional development to help teachers develop understanding and integrate the principles of contemporary genomics and genetics into their classrooms. 120 middle and high school teachers will be served during this period, and many more beyond that, as the activities and workshops developed become a regular part of our teacher professional development programming. A learning scientist specializing in teacher learning will conduct research to determine which approaches and experiences are most effective for this context, and why. In a parallel process, we will develop and test exhibits and experiences on the museum floor for museum visitors, using a similar iterative process of prototype testing with an embedded learning scientist to study visitor learning. We plan to define the approaches that work across audiences and contexts, as well as those that work best in particular contexts. Through this work, we will develop new resources for teaching and learning contemporary genomics and genetics, and identify promising practices in communicating contemporary genomics and genetics in informal spaces across audiences. We will disseminate our findings via conferences, peer-reviewed articles, and workshops for the ISE community.