Science Education Enabling Careers II (SEEC II)

科学教育促进职业 II (SEEC II)

• 批准号: 10874988
• 负责人: J. Michael Wyss
• 金额: $ 20.82万
• 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/10874988
• 关键词: Active Learning; Administrator; Awareness; Biomedical Research; Communication; Community Outreach; Development; Drops; Education; Educational Models; Engineering; Ensure; Exposure to; Funding; High School Student; Internships; Knowledge; Learning; Left; Link; Master of Science; Mathematics; Methods; Middle School Student; Minority; Modeling; Parents; Positioning Attribute; Program Development; Reading; Research; Research Project Grants; Research Training; Schools; Science; Students; Teacher Professional Development; Testing; Training; Translations; United States National Institutes of Health; biomedical scientist; career; clinical training; college; community center; experience; experimental study; insight; junior high school; meetings; minority student; programs; science education; science teacher; skills; summer research; teacher; urban minority

For 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 students 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. Project Summary/Abstract Page 6

20 年来，UAB 社区外展发展中心 (CORD) 一直在 SEPA 资助下开展 研究大大增加了进入大学的少数族裔学生的数量 生物医学职业，例如，自 1998 年以来几乎所有 CORD 暑期研究实习生 (>300) 已完成/正在完成大学学业，其中大多数人正在继续完成生物医学研究和/或 临床培训和职业。 CORD 以高中生和中学生为重点的项目吸引了 许多少数族裔学生进入生物医学职业，但少数族裔学生从中受益的比例很低 因为太多人在 4 至 6 年级时在学业上已经落后，至少部分是由于 四年级到六年级的科学成绩显着下降，大多数学生再也无法恢复。一个 造成这种影响的主要原因是少数族裔学校的大多数 4-6 年级教师缺乏重要的 接受过正规科学培训的人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 年级教师提供强化探究式科学培训，为他们提供 提供科学内容和实践科学经验，为学生提供内容和技能 这将使他们对进入生物医学领域所需的高级课程感到兴奋并具有竞争力 研究职业。 SEEC II 还将跨越小学/中学的界限将教师联系在一起，并带来 老师、管理人员和家长，他们将亲身体验探究的兴奋 学习带来了科学、阅读和数学方面的重大进步。每月一次 会议和大型年度庆典，家长、老师和管理人员将了解 生物医学职业可以为做好充分准备的学生提供机会。他们也会考虑 确保学生有能力进入这些职业所需的财务和教育步骤。 SEEC II 还将扩大 CORD 的中学 LabWorks 和夏季科学营，以涵盖 4-5 年级 学生并为教师提供非正式环境中的专业学习。暑期集训期间， 以小组为单位，教师将扩展他们在课堂上完成的一项基于探究的科学活动 培训，他们将在课堂上使用这些内容并与小组中的其他人交流以完善 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和 工程公平型研究项目，他们将在学校层面和年度竞赛上进行竞争 会议。这样，学生们就能与家长分享科学带来的兴奋。知识分子 SEEC II 的优点是测试一个模型，以加强 4-6 年级教师的发展和垂直协调， 提供科学内容、接触生物医学科学家以及参与性科学实验培训， 从而使教师取得成功。更广泛的影响将包括科学的翻译和测试 帮助少数民族学生避免中学学业陷入困境并实现生物医学职业的教育模式。 项目总结/摘要第 6 页