Promoting genetic literacy in students and teachers: The effectiveness of non-cla

促进学生和教师的遗传素养：非班级的有效性

• 批准号: 7943085
• 负责人: LETA Meole TRIBBLE
• 金额: $ 43.14万
• 依托单位: GREENWOOD GENETIC CENTER
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-29 至 2012-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7943085
• 关键词: Address; Area; Biochemical Genetics; Bioethics; Biological Sciences; Biology; Case Study; Continuing Education; Cytogenetics; Diagnosis; Differential Diagnosis; Disease; Distant; Dysmorphology; Education; Educational Assessment; Effectiveness; Engineering; Environment; Equipment; Ethical Issues; Ethics; Evaluation; Exercise; Exposure to; Genetic; Health; Healthcare; Human; Human Genetics; Inheritance Patterns; Instruction; Knowledge; Laboratories; Lead; Learning; Marketing; Mathematics; Molecular Genetics; Occupations; Patients; Play; Policy Making; Public Policy; Qi; Risk; Role; Science; Site; South Carolina; Students; Technology; Test Result; Testing; Textiles; Universities; career; experience; genetic technology; high school; improved; innovation; interest; literacy; programs; public health relevance; social; teacher

DESCRIPTION (provided by applicant): This application addresses broad Challenge Area (12): Science, Technology, Engineering, and Mathematics Education (STEM) and specific Challenge Topic, 12-OD-104: Innovative approaches to STEM education. Title of project: Promoting genetic literacy in students and teachers: The effectiveness of non-classroom instructional strategies and settings Rapid advancements in genetic technology, the popularity and coverage of genetics by the press, and the increased understanding of the role genetics plays in our health necessitates a basic understanding of the science for everyone. In spite of this increased exposure to genetics, a study by Bowling (2008) indicated that the public's genetics literacy remains relatively low. Studies looking specifically at the genetics knowledge of students in grades K-12 also show low levels of understanding. The 2000 National Assessment of Educational Progress tested ~ 49,000 students and on average only ~30% of 12th graders could answer basic genetic questions correctly. This project proposes that the use of authentic patient scenarios and modern equipment in a non-traditional classroom setting makes science instruction relevant and more interesting to students. The intent is to improve genetic literacy and to ignite students' interest for continued education in the life sciences and ultimately, the workforce. The Greenwood Genetic Center (GGC) proposes multiple objectives to promoting genetic literacy: 1. Open a Genetics Learning Center on the main campus with a full offering of validated instructional modules in the areas of cytogenetics, biochemical genetics, molecular genetics, dysmorphology, and bioethics. The Learning Center will host high school biology classes for half or full day learning experiences. Existing modules are case studies of human disorders requiring students to analyze the scenario, define a list of differential diagnoses, perform laboratory testing, analyze test results, determine a diagnosis, identify any available treatment, and discuss ethical concerns. 2. Offer a course in human genetics for high school students. This course will introduce students to the basic principles of genetics, to traditional and non-traditional patterns of inheritance, to contemporary topics and ethical issues, and to technology in the laboratory. The course will include didactic instruction, case studies, and laboratory exercises. 3. Continue the Center's program of summer courses in human genetics for high school science teachers but in a new laboratory/classroom environment that allows for more activities. Evaluations from previous summer courses indicate a desire and need for more laboratory exercises. 4. Provide these same instructional modules to more distant areas of South Carolina through a Mobile Genetics Learning Center. The instructional modules are practical, different yet current, and allow students to experience the application of science content to health issues. . Our hypothesis is that the use of authentic patient scenarios in genetics and laboratory testing in nonclassroom environments will lead to increased student understanding of genetics, interest in healthcare careers and post-secondary studies. The availability of both an on-campus learning center and a mobile learning center will serve to strengthen the genetic literacy of students and teachers throughout the state of South Carolina. Public Health Relevance: The field of genetics is emerging as a key player in healthcare, public policy making, and social issues; there is an increasing need for public understanding of genetics. Genetic knowledge should no longer be restricted to science halls and laboratories. Through the use of both an on-site learning center and a mobile genetics learning center, this project will make genetics education a state-wide effort. If people hope to make informed healthcare decisions and to understand risks, if students hope to hold high-tech jobs and if teachers hope to prepare students for today's job market, then it is necessary to educate everyone about genetics and its integration into our social fabric.

描述（由申请人提供）：本申请涉及广泛的挑战领域 (12)：科学、技术、工程和数学教育 (STEM) 以及具体的挑战主题 12-OD-104：STEM 教育的创新方法。项目名称：提高学生和教师的基因素养：非课堂教学策略和设置的有效性基因技术的快速进步、媒体对遗传学的普及和报道，以及对遗传学在我们健康中的作用的日益了解，需要每个人对科学有基本的了解。尽管人们对遗传学的了解有所增加，但 Bowling（2008）的一项研究表明，公众的遗传学素养仍然相对较低。专门针对 K-12 年级学生的遗传学知识的研究也显示出理解水平较低。 2000 年国家教育进步评估测试了约 49,000 名学生，平均只有约 30% 的 12 年级学生能够正确回答基本的遗传问题。该项目建议在非传统的课堂环境中使用真实的患者场景和现代设备，使科学教学对学生来说更有意义且更有趣。其目的是提高遗传素养，并激发学生对生命科学继续教育的兴趣，并最终激发劳动力的兴趣。 格林伍德遗传中心 (GGC) 提出了促进遗传素养的多个目标： 1. 在主校区开设遗传学学习中心，提供细胞遗传学、生化遗传学、分子遗传学、畸形学和生物伦理学领域的全套经过验证的教学模块。学习中心将举办高中生物课程，提供半天或全天的学习体验。现有模块是人类疾病的案例研究，要求学生分析场景、定义鉴别诊断列表、进行实验室测试、分析测试结果、确定诊断、确定任何可用的治疗方法并讨论伦理问题。 2.为高中生开设人类遗传学课程。本课程将向学生介绍遗传学的基本原理、传统和非传统的遗传模式、当代主题和伦理问题以及实验室技术。该课程将包括教学指导、案例研究和实验室练习。 3. 继续该中心为高中科学教师举办的人类遗传学暑期课程计划，但在新的实验室/教室环境中开展更多活动。对之前夏季课程的评估表明了对更多实验室练习的渴望和需要。 4. 通过移动遗传学学习中心向南卡罗来纳州更偏远的地区提供这些相同的教学模块。教学模块实用、不同但最新，让学生体验科学内容在健康问题上的应用。 。 我们的假设是，在非课堂环境中在遗传学和实验室测试中使用真实的患者场景将提高学生对遗传学的理解、对医疗保健职业和高等教育学习的兴趣。校园学习中心和移动学习中心的可用性将有助于加强南卡罗来纳州各地学生和教师的基因素养。 公共卫生相关性：遗传学领域正在成为医疗保健、公共政策制定和社会问题的关键参与者；公众对遗传学的了解越来越需要。遗传知识不应再局限于科学大厅和实验室。通过使用现场学习中心和移动遗传学学习中心，该项目将使遗传学教育成为全州范围内的努力。如果人们希望做出明智的医疗保健决策并了解风险，如果学生希望从事高科技工作，如果教师希望让学生为当今的就业市场做好准备，那么就有必要对每个人进行遗传学教育并将其融入我们的社会结构。