Engineering Solutions for Better Health: Genetic Technology and Biomedical Engineering for Secondary Classrooms

改善健康的工程解决方案：中学课堂的遗传技术和生物医学工程

• 批准号: 10616705
• 负责人: LOUISA A STARK
• 金额: $ 27万
• 依托单位: UNIVERSITY OF UTAH
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-05-01 至 2026-03-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10616705
• 关键词: Address; Award; Biological Sciences; Biology; Biomedical Engineering; Biomedical Research; Biotechnology; Career Choice; Collaborations; Complex; Development; Diagnosis; E-learning; Educational Curriculum; Educational process of instructing; Educational workshop; Emerging Technologies; Engineering; Evaluation; Friends; Genetic; Goals; Health; Healthcare; High School Faculty; High School Student; Human; Individual; Instruction; Internet; K-12 science education; Learning; Life; Medicine; Methods; Multimedia; Next Generation Science Standards; Occupations; Online Systems; Printing; Program Development; Publishing; Randomized, Controlled Trials; Research; Schools; Science; Science of genetics; Students; Teacher Professional Development; Techniques; Technology; Testing; Textbooks; Underrepresented Populations; Universities; Utah; Visit; Work; Workforce Development; Workplace; Writing; animation; body system; career; computational reasoning; course development; curriculum development; design; digital media; education resources; efficacy evaluation; engineering design; experience; genetic technology; high school; innovation; interest; junior high school; new technology; online course; recruit; science education; science teacher; sensory system; symposium; teacher; web site

The Framework for K-12 Science Education and the Next Generation Science Standards (NGSS) include engineering, technology and applications of science as an important part of students’ learning how science is utilized. However, very few K-12 life science curriculum materials address this important component. As a result, students are not introduced to the full range of biomedical workforce careers, leading to missed opportunities to spark their interest in bioscience and health-related occupations. To address this need, the Genetic Science Learning Center (GSLC) at the University of Utah will utilize the experience it has gained over the past 8 years in developing NGSS-aligned curricula to produce, test and disseminate two innovative curriculum supplement modules that focus on new and emerging technologies that are not yet included in biology textbooks. The biomedical engineering module for middle school (grades 7-8) will focus on computational thinking and engineering design applications that connect to the organ and sensory system units taught at that level. The genetic technologies module for high school (grades 9-10) will focus on ways that new and emerging technologies can be used together to diagnose and treat complex human health conditions. The goals for the Engineering Solutions for Better Health: Genetic Technology and Biomedical Engineering for Secondary Science project are to: GOAL 1: Promote biomedical workforce development by engaging secondary-level students with engineering and technology applications in healthcare via new curriculum replacement modules so they can make informed choices related to careers. Approach: Involve teachers at schools with a majority of students who are underrepresented in biomedical research (UBR) in drafting each module, testing activities with their students, and refining it. Produce curriculum-embedded videos of UBR students interacting with UBR individuals in the biomedical workplace who are developing or using the featured technologies. Conduct a RCT with UBR students to evaluate each module’s efficacy for student learning and increased career interest. GOAL 2: Support biomedical workforce development through professional development courses and workshops that educate teachers about genetic technologies and biomedical engineering and prepare them to implement the curriculum supplement modules with their students. Approach: Offer 4 online courses, recruiting at least 120 teachers from across the US, focusing those at schools with a majority of UBR students. Present at least 5 workshops at state, regional and national science teacher conferences. The project will take advantage of the GSLC’s award-winning expertise in developing effective, interactive, multimedia learning experiences; its published methods for involving teachers in curriculum development; and its extensive experience in teacher professional development. The modules will be broadly disseminated via our Learn.Genetics and Teach.Genetics websites, which are used annually by >16 million visitors worldwide.

K-12科学教育框架和下一代科学标准(NGSS)包括 工程、技术和科学应用是学生学习科学的重要组成部分 被利用了。然而，很少有K-12生命科学课程教材涉及这一重要组成部分。作为一名 结果，学生没有接触到全面的生物医学劳动力职业，导致错过 有机会激发他们对生物科学和与健康相关的职业的兴趣。 为了满足这一需求，犹他大学遗传科学学习中心(GSLC)将利用 在过去的8年里，它在开发与NGSS一致的课程方面获得了经验，以生产、测试和 传播两个创新的课程补充模块，重点介绍新技术和新兴技术 还没有出现在生物教科书中。中学生物医学工程模块(7-8年级) 将专注于与器官和感官相连的计算思维和工程设计应用 在该级别教授的系统单位。高中(9-10年级)的基因技术模块将重点放在 如何将新技术和新兴技术结合起来诊断和治疗复杂的人类健康 条件。改善健康的工程解决方案的目标：基因技术和生物医学 中学科学工程项目的目标是： 目标1：通过吸引中级学生参与，促进生物医学劳动力的发展 通过新的课程替换模块在医疗保健中应用工程和技术 他们可以做出与职业相关的明智选择。方法：让大多数学校的教师参与进来 在生物医学研究(UBR)中起草每个模块、测试活动的学生人数不足 和他们的学生在一起，并改进它。制作UBR学生与UBR互动的课程嵌入视频 生物医学工作场所中正在开发或使用特色技术的个人。进行随机对照试验 与UBR学生一起评估每个模块对学生学习的效果和增加职业兴趣。 目标2：通过专业发展课程支持生物医学劳动力发展 以及培训教师关于基因技术和生物医学工程的研讨会，以及 让他们做好准备，与学生一起实施课程补充模块。方法：优惠4 在线课程，从美国各地招聘至少120名教师，重点是拥有大部分 UBR学生。在州、地区和国家科学教师会议上举办至少5次研讨会。 该项目将利用GSLC屡获殊荣的专业知识，开发有效、互动、 多媒体学习经验；已公布的让教师参与课程发展的方法；以及 其在教师专业发展方面的丰富经验。这些模块将通过以下方式广泛传播 我们的Learn.Genetics和Teach.Genetics网站，全球每年有1600万访问者使用这些网站。