Science Education Enabling Careers II (SEEC II)

科学教育促进职业 II (SEEC II)

• 批准号: 10597637
• 负责人: J. Michael Wyss
• 金额: $ 26.33万
• 依托单位: UNIVERSITY OF ALABAMA AT BIRMINGHAM
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-05-10 至 2025-03-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10597637
• 关键词: Active Learning; Administrator; Advocacy; Assessment tool; Awareness; Biomedical Research; Collaborations; Communication; Community Outreach; Development; Drops; Education; Educational Models; Educational Technology; Educational process of instructing; Engineering; Ensure; Exposure to; Eye; Foundations; Funding; Goals; Grant; High School Student; Internships; Intervention; K-12 science education; Knowledge; Learning; Left; Link; Master of Science; Mathematics; Methods; Middle School Student; Minority; Modeling; Parents; Performance; Positioning Attribute; Privatization; Program Development; Readiness; Reading; Research; Research Project Grants; Research Training; School Teachers; Schools; Science; Science, Technology, Engineering and Mathematics; Science, Technology, Engineering and Mathematics Education; Shapes; Students; Teacher Professional Development; Teaching Method; Technology; Testing; Training; Translations; United States National Institutes of Health; Writing; biomedical scientist; career; clinical training; college; community center; elementary school; experience; experimental study; formative assessment; high school; improved; insight; junior high school; literacy; mathematical learning; mathematical methods; meetings; minority student; peer; programs; science education; science teacher; sixth grade; skills; summer research; teacher; underserved students; urban minority

For nearly 20 years, the UAB Center for Community OutReach Development (CORD) has conducted SEPA- funded research that has greatly enhanced the number of minority students entering the pipeline to college and biomedical careers, e.g., nearly all of CORD’s Summer Research Interns since 1998 (>300) have completed/are completing college and most of them are continuing on to graduate biomedical research and/or clinical training and careers. CORD’s programs that focused on high and middle school students have drawn many minority students into biomedical careers, but a low percentage of minority students benefit from these programs because far too many are already left behind academically in grades 4-6, due, at least in part, to a significant drop in science grades between grades 4 and 6, a drop from which most students never recover. A major contributor to this effect is that most grade 4-6 teachers in predominantly minority schools lack significant formal training in science and often are not fully aware of the great opportunities offered by biomedical careers. In SEEC II, CORD will deliver intensive inquiry-based science training to grade 4-6 teachers, providing them with science content and hands-on science experiences that will afford their student both content and skills that will make them excited about, and competitive for, the advanced courses needed to move into biomedical research careers. SEEC II will also link teachers together across the elementary/middle school divide and bring the teachers together with administrators and parents, who will experience firsthand the excitement that inquiry learning brings and the significant advancement it provides in science and in reading and math. At monthly meetings and large annual celebrations, the parents, teachers and administrators will learn about the opportunities that biomedical careers can provide for the student who is well prepared. They will also consider the financial and educational steps required to ensure that students have the ability to reach these professions. SEEC II will also expand CORD’s middle school LabWorks and Summer Science Camps to include grade 4-5 students and provide the teachers with professional learning in informal settings. During summer training, in small groups, the teachers will expand one of the inquiry-based science activities that they complete in the training, and they will use these in their classrooms and communicate with the others in their group to perfect these experiences in the school year. Finally, the teachers and grade 4-5 students will develop science and engineering fair-type research projects with which they will compete both on the school level and at the annual meeting. Thus, the students will share with their parents the excitement that science brings. The Intellectual Merit of SEEC II will be to test a model to enhance grade 4-6 teacher development and vertical alignment, providing science content, exposure to biomedical scientists and training in participatory science experiments, thus positioning teachers to succeed. The Broader Impacts will include the translation and testing of a science education model to assist minority students to avoid the middle school plunge and reach biomedical careers.

近20年来，UAB社区外展发展中心（CORD）开展了SEPA- 资助的研究大大增加了进入大学管道的少数民族学生的数量 和生物医学职业，例如，自1998年以来，几乎所有CORD的暑期研究实习生（>300人） 完成/正在完成大学学业，其中大多数人继续进行生物医学研究和/或 临床培训和职业生涯。CORD专注于高中生和中学生的项目吸引了 许多少数民族学生进入生物医学职业，但少数民族学生从中受益的比例很低， 因为太多的人已经在4-6年级的学业上落后了，至少部分原因是， 4年级到6年级之间的科学成绩显着下降，大多数学生再也没有恢复过来。一 造成这种影响的主要原因是，大多数少数民族学校的4-6年级教师缺乏重要的 他们没有接受过科学方面的正式培训，往往没有充分意识到生物医学职业提供的巨大机会。 在SEEC II中，CORD将为4-6年级教师提供基于探究的强化科学培训， 科学内容和实践科学经验，将为学生提供内容和技能 这将使他们对进入生物医学所需的高级课程感到兴奋，并具有竞争力 研究生涯。SEEC II还将跨越小学/中学的鸿沟将教师联系在一起， 教师与管理人员和家长一起，他们将亲身体验调查的兴奋， 学习带来的重大进步，它提供了在科学和阅读和数学。在每月 会议和大型年度庆祝活动，家长，教师和管理人员将了解 生物医学职业可以为准备充分的学生提供机会。他们也会考虑 确保学生有能力从事这些职业所需的财政和教育步骤。 SEEC II还将扩大CORD的中学LabWorks和夏季科学夏令营，包括4-5年级 学生和教师提供专业学习的非正式环境。在夏季训练中， 小团体，教师将扩大他们在完成一个探究为基础的科学活动， 培训，他们将使用这些在他们的教室和沟通，在他们的小组，以完善 这些经历在学年中。最后，教师和4-5年级的学生将发展科学， 工程公平类型的研究项目，他们将在学校一级和年度竞争 会议因此，学生将与他们的父母分享科学带来的兴奋。知识 SEEC II的优点将是测试一个模型，以加强4-6年级教师的发展和纵向调整， 提供科学内容、接触生物医学科学家和参与性科学实验方面的培训， 从而使教师取得成功。更广泛的影响将包括一门科学的翻译和测试 教育模式，以协助少数民族学生避免中学辍学，并达到生物医学职业。