BRAIN to High Schools

描述（由申请人提供）：明尼苏达大学的神经科学系和课程与教学系与圣保罗公立学校和Anoka-Hennepin学区一起提议开发，实施，评估和传播一个结合神经科学和探究式教学的高中生物医学科学教育项目。该项目，大脑（带来资源，活动，并在神经科学调查）到高中，将联合收割机大学的专业知识与地区教练，以促进加强理解和应用神经科学及其健康相关的问题到高中科学课程。我们建议开发，实施，测试，评估和传播一个为期两年的夏季教师研究所（称为BrainU 101和BrainU 202），旨在从明尼苏达州两个最大的学区高中科学教师和地区教练。在9-12年级，2004年MN科学标准现在要求了解神经系统如何保持稳态，这是一个适合高中生成熟的复杂概念。因此，研究所的内容重点将是神经科学，包括认知，学习，情感，临床试验过程以及自主神经系统如何调节稳态的理解，重点是探究教学法。该计划将扩大以前为培训中学科学教师开发的成功模式，在学校建筑和地区内灌输生物教学实践，支持发展高阶思维和探究技能。这项建议提出的教育研究问题是，这种深入的教师神经科学和探究培训如何影响学生的学习。一个准实验设计提出，将比较教师和学生的知识和态度，并使用调查的做法。参与教师和他们的教室将在参加BrainU研究所之前和之后进行比较。参与教师和他们的教室将进行比较，以非参与，在地区生物教师。此外，参与高中的MN MCA-II科学测试的标准化学生成绩将与非参与高中的学生成绩进行比较，并与社会经济变量相匹配。通过参加培训和在职培训， 作为后续行动，将对地区教练进行培训，使其在保持其地区内的内容和教学方法方面发挥领导作用。 公共卫生相关性（由申请人提供）：明尼苏达大学的神经科学系和课程与教学系与圣保罗公立学校和Anoka-Hennepin学区共同提议开发，实施，评估和传播一个模型高中生物医学科学教育计划，该计划将神经科学和基于探究的教学结合起来，用于高中生物课堂。教育研究提出的问题是，这种深入的教师神经科学和探究培训如何影响学生的学习。一个准实验设计提出，将比较教师和学生的知识和态度，并使用调查的做法。

DESCRIPTION (provided by applicant): The University of Minnesota's Department of Neuroscience and Department of Curriculum and Instruction in conjunction with the St. Paul Public Schools and Anoka-Hennepin School District propose to develop, implement, evaluate, and disseminate a model high school biomedical science education program combining neuroscience and inquiry-based instruction. The project, BRAIN (BRINGING RESOURCES, ACTIVITIES, & INQUIRY IN NEUROSCIENCE) TO HIGH SCHOOLS, will combine University expertise with that of district coaches to promote enhanced understanding and application of neuroscience and its health-related issues into high school science curriculum. We propose to develop, implement, test, evaluate, and disseminate a two-year sequence of summertime teacher institutes (called BrainU 101 and BrainU 202) aimed at high school science teachers and district coaches from the two largest school districts in the state of Minnesota. In grades 9-12, the 2004 MN Science Standards now require an understanding of how the nervous system maintains homeostasis, a sophisticated concept appropriate for the maturity of high school students. Thus, the content focus of the institutes will be neuroscience, including an understanding of cognition, learning, emotions, the clinical trial process and how the autonomic nervous system regulates homeostasis, with an emphasis on inquiry pedagogy. The program will expand a successful model previously developed for training middle school science teachers to inculcate biology teaching practices within schools buildings and districts that support developing higher order thinking and inquiry skills. The educational research question posed in this proposal is how does this in-depth teacher neuroscience and inquiry training affect student learning. A quasi-experimental design is proposed that will compare teacher and student knowledge and attitudes, and use of inquiry practices. Participating teachers and their classrooms will be compared before and after attending the BrainU institutes. Participating teachers and their classrooms will be compared to those of non-participating, within district biology teachers. In addition, standardized student scores on the MN MCA-II Science test from participating high schools will be compared to those from non-participating high schools, matched for socioeconomic variables. By participating in the training experience and in in-service follow-up, district coaches will themselves be trained to assume leadership roles in maintaining the content and pedagogy resident within their districts. PUBLIC HEALTH RELEVANCE (provided by applicant): The University of Minnesota's Department of Neuroscience and Department of Curriculum and Instruction in conjunction with the St. Paul Public Schools and Anoka-Hennepin School District propose to develop, implement, evaluate, and disseminate a model high school biomedical science education program combining neuroscience and inquiry-based instruction for high school biology classrooms. The educational research question posed is how does this in-depth teacher neuroscience and inquiry training affect student learning. A quasi-experimental design is proposed that will compare teacher and student knowledge and attitudes, and use of inquiry practices.