Phase I/II Partnership in Biomedical Discovery

生物医学发现 I/II 期合作伙伴关系

• 批准号: 7799935
• 负责人: LEWIS A JACOBSON
• 金额: $ 25.39万
• 依托单位: UNIVERSITY OF PITTSBURGH AT PITTSBURGH
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-04-01 至 2013-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7799935
• 关键词: Address; Adoption; Age; Animal Model; Area; Attention; Attitude; Bacteria; Biological; Biological Models; Biological Sciences; Biology; Caenorhabditis elegans; Country; Development; Education; Educational Curriculum; Educational process of instructing; Educational workshop; Environment; Evaluation; Faculty; Genetic; Genetic Screening; Goals; Hand; Health; Human; Institution; Instruction; Knowledge; Leadership; Learning; Mathematics; Methods; Modeling; Mutation; Nematoda; Participant; Pennsylvania; Phase; Play; Process; Research; Research Personnel; Research Project Grants; Role; School Teachers; Schools; Science; Secondary Schools; Secondary to; Series; Students; System; Techniques; Testing; Training; Translating; United States; Universities; Yeasts; base; career; compare effectiveness; experience; flexibility; high school; interest; lectures; meetings; middle school; novel; novel strategies; programs; research study; science education; skills; teacher; tool

The overall objective of this phase I/I I project is to develop a model of how the scientific expertise of a research University can directly impact local K-12 science education, by introducing high school teachers and students to the inquiry-based process that is scientific research. Our fundamental premises are that true science knowledge requires active engagement in scientific inquiry, and that teachers and students so engaged can become agents of change in science education. To this end, we propose to immerse selected biology teachers and high school students in an 8-week summer Research Experience, during which they participate directly in cutting-edge research in a University environment. With the participation and guidance of nine University research labs, teacher-student teams in a single lab facility will perform genetic screens for new mutations using three sets of model organisms: bacteria, yeast and C. elegans. Although these research labs have diverse objectives and employ varied experimental approaches and different techniques, there is a common thread in that they use the methods and paradigms of genetics to study health-related problems of interest and concern to the public. Weekly Curriculum Roundtable meetings among participating teachers, a Teacher Advisory Board and University faculty will focus on developing inquiry-based education modules and experiment kits, based on these model organisms, for use in high school and middle-school classrooms, and on methods and mechanisms for assessing the impact of such modules. The modules will be tested, refined and disseminated in one-week Curricular Workshops for high school teachers (who have not done the Research Experience) in project years 2-5. During succeeding years, we will provide experiment Kits for high school classes, with which teachers who have been through our programs can implement the inquiry-based curricular modules. Project evaluations aim to compare teachers who have done the 8-week Research Experience with those who have done the one-week Curricular Workshop, with respect to adoption and effective use of the inquiry-based methods and modules, to track educational and career paths of student participants, and to assess the impact on learning in high school biology.

这一阶段I/I I项目的总体目标是开发一个模型，说明 研究型大学可以通过引进高中教师直接影响当地的K-12科学教育 而学生向探究式学习的过程就是科学研究。我们的基本前提就是这样 科学知识需要积极参与科学探究，而教师和学生也是如此 全身心投入可以成为科学教育变革的推动者。为此，我们建议将选定的 生物教师和高中生进行为期8周的暑期研究，在此期间，他们 在大学环境中直接参与前沿研究。在参与和指导下 在九个大学研究实验室中，教师和学生团队将在一个实验室中进行基因筛查 使用三组模式生物的新突变：细菌、酵母和线虫。尽管这些 研究实验室有不同的目标，采用不同的实验方法和不同的技术， 他们有一个共同的主线，那就是他们使用遗传学的方法和范式来研究与健康有关的 公众关心和关注的问题。与会人员每周举行一次课程圆桌会议 教师、教师咨询委员会和大学教职员工将专注于发展探究性教育 基于这些模式生物的模块和实验包，用于高中和中学 关于课堂教学，以及评估这些单元的影响的方法和机制。这些模块将 在为期一周的高中教师课程讲习班上进行测试、改进和传播(他们有 没有完成研究经验)在项目2-5年。在接下来的几年里，我们将提供 高中课程的实验包，参加过我们课程的老师可以用它来 实施探究式课程模块。项目评估旨在比较拥有 与那些参加了为期一周的课程研讨会的人一起进行了为期8周的研究体验， 关于采用和有效使用基于探究的方法和模块，以跟踪教育和 学生参与者的职业道路，并评估对高中生物学习的影响。