A Collaborative Approach to Real-World Science in the Classroom

课堂上现实世界科学的协作方法

• 批准号: 7876722
• 负责人: KARINA F MEIRI
• 金额: $ 26.47万
• 依托单位: TUFTS UNIVERSITY BOSTON
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-07-01 至 2014-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7876722
• 关键词: Academy; Address; Adolescent; American Association for the Advancement of Science; Area; Biological Sciences; Biology; Biomedical Research; Biotechnology; Boston; Cardiovascular Diseases; Cardiovascular system; Collaborations; Communicable Diseases; Communities; Community Health Education; Data; Development; Diabetes Mellitus; Disease; Education; Educational Curriculum; Educational process of instructing; Elements; Ensure; Epistemology; Ethics; Evaluation; Exercise; Face; Faculty; Goals; Hand; Health; Human; Imagination; Influentials; Journals; Knowledge; Laboratories; Learning; Link; Malignant Neoplasms; Massachusetts; Medical; Medical Students; Metabolic Diseases; Modeling; Monitor; National Research Council; Neurologic; Occupations; Online Systems; Outcome; Phase; Printing; Process; Professional Organizations; Program Development; Program Sustainability; Psychological Transfer; Public Health; Publishing; Qualifying; Reporting; Research; Resource Development; Resources; Schools; Science; Series; Source; Students; System; Testing; Textbooks; Time; United States National Academy of Sciences; United States National Institutes of Health; Universities; Work; Writing; base; biomedical scientist; career development; case-based; college; design; disease characteristic; economic impact; experience; global health; graduate student; high school; inner city; innovation; interest; knowledge base; literacy; literate; medical schools; member; models and simulation; movie; nervous system disorder; novel; optimism; outreach; programs; public health relevance; repository; scaffold; science education; skills; teacher; tool; virtual; web site

DESCRIPTION (provided by applicant): Engaging students in the biomedical sciences while they are still in high school is a critical first step toward educating a scientifically literate citizenry as well as initiating the pipeline that will eventually result in increased numbers of biomedical and health related professionals. This proposal is a collaboration between biomedical scientists at Tufts University School of Medicine, biology teachers at the Madison Park Technical and Vocational High School, the Boston Latin Academy and the Boston Latin School, all inner city Boston public high schools, and members of the Wright Center for Innovation in Science Education, also at Tufts. Its goal is to engage the imagination of 11th and 12th grade students who do not see the science of their real world experiences mirrored in the classroom. It accomplishes this goal by developing and disseminating a novel inquiry-based high school biology curriculum that focuses on biomedical research in the context of five 'great diseases' that challenge global health - infectious, neurological, cardiovascular, cancer and diabetes. A key element of the proposal is addressing the challenge of aligning content and process in the classroom to enable teachers to create the knowledge-centered classrooms that are critical for learning transfer. Accordingly the first aim is to first develop a learning community that will interactively guide the in-depth professional development underlying each of the 5 curricular modules. The learning community will then collaborate on the second aim; to develop curricular content and to generate deliverables for implementation of the curriculum in the classroom. This material, which will include a syllabus and web-based virtual and real interactive inquiry-base laboratory exercises, will be disseminated into the Boston Public School system and the broader educational community as part of the third aim. The fourth aim is to design and implement an evaluation strategy that will allow for ongoing revision during the project to ensure optimization of outcomes. The involvement of Tufts medical and biomedical graduate schools ensures that the program is highly sustainable and our final goal is to establish it as a model of how medical schools and school districts can interact to disseminate understanding of the biomedical research underlying disease at the high school level. PUBLIC HEALTH RELEVANCE (provided by applicant): Disappointingly, even after significant efforts at pedagogical reform, research continues to document adolescents steadily losing interest in science throughout high school. The economic impact of this disenchantment is significant and the life science/biomedical sector is growing slowly due to lack of a qualified work force, particularly in mid-level jobs. There is some cause for optimism: the same studies that demonstrate adolescent disenchantment with 'school' science show their interest in 'real world' science remaining stable over the same time frame. We postulate that students will only become engaged and able to visualize themselves as science professionals when they see the science of their real world experiences mirrored in the classroom. We address this hypothesis by generating an innovative curriculum designed to capture adolescent imaginations by focusing on the cutting edge research underlying 5 'great diseases' that impact global public health. We design the curriculum using a learning community consisting of practitioners of science and teachers of science whose goal is to collaborate to generate the content knowledge that will facilitate learning transfer in a knowledge-centered classroom.

描述(申请人提供)：让学生在他们还在高中的时候就从事生物医学科学是教育具有科学素养的公民的关键的第一步，也是启动最终将导致更多生物医学和健康相关专业人员的管道的第一步。这项提案是由塔夫茨大学医学院的生物医学科学家、麦迪逊公园技术和职业高中、波士顿拉丁学院和波士顿拉丁学校的生物教师、波士顿市中心的所有公立高中，以及同样在塔夫茨的莱特科学教育创新中心的成员合作完成的。它的目标是激发11年级和12年级学生的想象力，他们没有看到课堂上反映出的真实世界经验的科学性。它通过开发和传播一种新的以探究为基础的高中生物课程来实现这一目标，该课程侧重于五大背景下的生物医学研究 挑战全球健康的疾病--传染病、神经系统疾病、心血管疾病、癌症和糖尿病。该提案的一个关键要素是解决在课堂上协调内容和过程的挑战，使教师能够创建对学习转移至关重要的以知识为中心的教室。因此，第一个目标是首先建立一个学习社区，以互动方式指导5个课程单元中每一个单元下的深入专业发展。然后，学习界将就第二个目标进行合作；制定课程内容，并为在课堂上实施课程制定可交付成果。作为第三个目标的一部分，将向波士顿公立学校系统和更广泛的教育界散发这份材料，其中将包括教学大纲和基于网络的虚拟和真实的互动研究性实验室练习。第四个目标是设计和实施一项评价战略，以便在项目期间不断进行修订，以确保成果最优化。塔夫茨医学和生物医学研究生院的参与确保了该项目的高度可持续性，我们的最终目标是将其打造为医学院和学区如何互动的典范，以传播对高中水平潜在疾病的生物医学研究的理解。 公共卫生相关性(由申请者提供)：令人失望的是，即使在教育改革方面做出了重大努力，研究仍在继续记录整个高中期间青少年对科学逐渐失去兴趣。这种幻想破灭的经济影响是巨大的，由于缺乏合格的劳动力，特别是在中层工作岗位上，生命科学/生物医学部门增长缓慢。有一些乐观的理由：同样的研究表明青少年对‘学校’科学不再抱有幻想，表明他们对‘现实世界’科学的兴趣在相同的时间框架内保持稳定。我们假设，只有当学生看到他们真实世界经验的科学反映在课堂上时，他们才会参与进来，并能够将自己想象成科学专业人员。我们通过设计一个创新的课程来解决这一假设，该课程旨在通过关注影响全球公共卫生的5种“重大疾病”背后的尖端研究，来激发青少年的想象力。我们使用由科学从业者和科学教师组成的学习社区来设计课程，其目标是合作生成内容知识，以促进以知识为中心的课堂中的学习迁移。