Indians Into Medicine: Native Educator University Research Opportunity in Neuroscience (INMED: NEUROscience)

项目总结/摘要 美国印第安人在医学和健康职业领域的代表性严重不足，这与美国的医疗保健行业相对应。 健康状况不成比例地低下。对K-12 STEM教育的广泛研究证实， 在科学开始在很小的年龄，但需要不断培养整个初中和中学 学校吸引学生主修科学。在神经科学实验室的真实研究体验 有能力提高教师的能力，创造吸引人的，有意义的学习环境 这激发，支持，并灌输信心，在美国印第安高中学生，努力帮助他们， 克服他们在进入科学领域和成为医疗保健领域的道路上面临的一些障碍 专业人士印第安人进入医学：本土教育家大学在神经科学研究的机会 （INMED：NERUOscience）是一个综合性的专业发展计划， 利用神经科学研究人员、教育教师和美国印第安人的支持， 这是一个由专业人员组成的团队，以提供一种既受科学驱动又具有文化敏感性的整体方法。INMED： 神经科学旨在使美国印第安部落中学和高中的教师聚集在一起：（1） 在神经科学实验室进行研究，以更深入地了解科学的过程;（2） 相互联系以获得同行支持，并与生物医学教育学院联系以获得教学支持;以及 (3)利用美国印第安人支持专业人员的经验和资源， 支持.总之，这些组件将帮助教师确定有效地翻译实验室的方法。 为学生提供基于探究的、引人入胜的学习机会。The INMED：神经科学 研究教育计划围绕着一个总的主题，即整合科学知识的过程 通过为期八周的神经科学暑期研究经验，学习STEM和STEM学习概念。的 研究项目将使教师能够真正使用“科学方法”和研究技术， 随后将开展有针对性的科学教学法培训，以创建变革性学习活动。 教师在实验室中以明确的方式提供科学内容，同时提高他们的教学能力。 知识和技能，因为他们创造，实施，并反映在课堂上他们的教案。的 评估计划包含许多方面，检查显式和嵌入式内容交付 方法.数据收集包括问卷调查、教学演示、直接观察、教案 评估和非正式讨论。总体而言，该计划将促进教师有效实施 科学的过程进入他们的教室，导致探究为基础的科学课程，这促进了学术 成就，并为学生提供更大的机会，寻求在科学和医疗保健事业。结果 该计划将增加有效的科学专业发展经验的理解， 不同学习者的教师。

PROJECT SUMMARY/ABSTRACT American Indians are greatly underrepresented in medicine and health career fields, corresponding to a disproportionately low health status. Extensive research in K-12 STEM education confirms that student interest in science starts at an early age, but needs to be continually fostered throughout the middle and secondary school to attract students to science majors. An authentic research experience in a neuroscience laboratory has the capability to increase a teacher's capacity to create engaging, and meaningful learning environments that excite, support, and instill confidence in American Indian high school students, in an effort to help them overcome some of the obstacles they face on the path to entering science fields and becoming healthcare professionals. The Indians Into Medicine: Native Educator University Research Opportunity in Neuroscience (INMED: NERUOscience) is a comprehensive professional development program that is a collaborative effort drawing on the strengths of neuroscience researchers, education faculty, and American Indian support professionals, to provide a holistic approach that is both science-driven and culturally sensitive. INMED: NEUROscience aims to bring teachers in American Indian tribal middle and high schools together to: (1) conduct research in neuroscience laboratories to gain a deeper understanding of the process of science; (2) connect with each other for peer support, and with biomedical education faculty for pedagogical support; and (3) draw on the experience and resources of American Indian support professionals for social and cultural support. Together, these components will help teachers identify ways to effectively translate laboratory research into inquiry-based, engaging learning opportunities for students. The INMED: NEUROscience Research Education Plan revolves around a general theme of integrating the process of science knowledge and STEM learning concepts through an eight-week summer research experience in neuroscience. The research projects will expose teachers to the authentic use of the “scientific method” and research techniques, which will be followed-up by targeted science pedagogy training to create transformative learning activities. Teachers are provided with science content in an explicit manner in the lab, while growing their pedagogical knowledge and skills as they create, implement, and reflect on their lesson plans in the classroom. The evaluation plan incorporates many aspects that examine both explicit and embedded content delivery methods. Data collection includes questionnaires, teaching demonstrations, direct observations, lesson plan evaluation, and informal discussions. Overall, the program will promote teachers' effective implementation of the process of science into their classrooms, leading to inquiry-based science courses, which foster academic achievement and afford students a greater opportunity to seek out careers in science and health care. Results of this program will add to the understanding of effective science professional development experiences for teachers of diverse learners.