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

现象基因组：进化中的遗传学公众理解 后孟德尔时代项目解决了日益增长的发展基因组扫盲的需要， 广大公众。过去二十年来基因组学研究的爆炸式发展导致了一个 人类健康和人类表型的决定因素日益复杂， 这项研究的应用现在正在进入临床，媒体和 消费者的手。这个项目的目标是建立一个提高基因组素养的模型 通过非正式科学教育计划（伊势），为更好的决策创造途径 有利于个人和整个社会的健康。现象基因组集中在 普通科学博物馆的参观者和中学和高中学生的老师。 探索馆科学教育方法的核心是创造有趣的， 挑衅性和可解释的现象，直接和亲身经历，通过 展览，促进探索，方案和教师专业发展。两个多 年，我们将开发，测试，并以探究为基础的专业发展，以帮助教师 发展理解和整合当代基因组学和遗传学的原则， 他们的教室。在此期间，将为120名初中和高中教师提供服务， 除此之外，随着活动和研讨会的发展成为 我们的教师专业发展规划。一个学习科学家专门研究教师 学习将进行研究，以确定哪些方法和经验是最 在这种情况下是有效的，以及为什么。 在一个平行的过程中，我们将在博物馆的地板上开发和测试展品和体验， 博物馆参观者，使用类似的原型测试迭代过程， 学习科学家学习访问者学习。我们计划定义跨平台工作的方法， 受众和背景，以及那些在特定背景下工作最好的。 通过这项工作，我们将开发新的资源，为教学和学习当代 基因组学和遗传学，并确定有前途的做法，在沟通当代 基因组学和遗传学在非正式的空间在观众。我们会公布我们的发现 通过会议、同行评审文章和伊势社区研讨会。

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.