GENES AND MICROBES: NGSS-ALIGNED CURRICULA FOR SECONDARY SCIENCE

随着新冠肺炎疫苗的普及，疫苗迟疑正迅速成为 在美国人口中实现对SARS-CoV-2病毒的群体免疫的主要障碍。缺乏精确度 科学信息是导致这种犹豫不决的多重因素之一。为了满足这一需求， 犹他大学基因科学学习中心(GSLC)将利用其获奖的专业知识在 开发有效的、多媒体丰富的课程材料，为9年级和10年级的学生提供三节课 学校生物系的学生。这些课程将建立在GSLC为 SEPA资助的基因和微生物：让学生和教师参与与NGSS一致的课程和 职业发展项目。本补充资料的目标是： 目标1：教育中级学生关于基因和微生物对健康和 因此，他们能够以知情的方式为与自己的健康相关的选择做出贡献。方法：发展 为9-10年级的高中生物学生提供三节与NGSS一致的关于mRNA疫苗的课程。这些教训将会 以GSLC开发的通过遗传疾病探索遗传学单元中的内容为基础 针对父项目进行了测试。在学习了信使核糖核酸疫苗如何工作后，学生们将探索可以 影响一个人的疫苗信心水平。最后，他们将开发和部署社交媒体 旨在教育照顾他们的成年人、同龄人和/或社区成员的活动 基因疫苗和增加疫苗的信心。我们将进行学科内、混合方法的研究 研究使用经过验证的工具评估补充课程的效果和影响。 目标2：通过在线专业发展课程让教师做好使用课程的准备 以及至少两个工作坊。方法：新课程将包括在教授的在线课程中 每年为教师提供，将在全国科学教师会议的研讨会上和在 至少一个虚拟车间。 为了进一步传播新的课程，我们将把它们推广到我们20,000名教育工作者的电子邮件列表中 通过我们的Twitter账户，并在一份高中科学教师期刊上发表论文。新的 课程将在我们的Lear.Genetics和Teach.Genetics网站上免费提供，这些网站每年都会收到 &gt；1400万次访问和&gt；4000万页面浏览量，几乎来自世界上每个国家。因此，新的 将广泛传播经验教训，扩大其覆盖范围和使用范围。 该项目将充分利用GSLC在课程开发和 教学设计、教师专业发展、研究与评估。它将建立在我们26岁的基础上 多年为学生和公众制作高效教育材料的经验，并在 举办有效的教师专业发展计划。

As COVID-19 vaccines become more widely available, vaccine hesitancy is rapidly becoming one of the major barriers to achieving herd immunity to the SARS-CoV-2 virus in the US population. Lack of accurate scientific information is one of the multiple factors contributing to this hesitancy. To address this need, the Genetic Science Learning Center (GSLC) at the University of Utah will utilize its award-winning expertise in developing effective, multimedia-rich curriculum materials to produce three lessons for grade 9 and 10 high school biology students. The lessons will build on and extend a curriculum unit that the GSLC produced for the SEPA-funded Genes and Microbes: Engaging Students and Teachers in NGSS-Aligned Curricula and Professional Development project. The goals for this supplement are to: GOAL 1: Educate secondary-level students about the impacts of genes and microbes on health and disease so they can contribute to choices related to their health in an informed way. Approach: Develop three NGSS-aligned lessons on mRNA vaccines for grade 9-10 high school biology students. The lessons will build on content in the Exploring Genetics Through Genetic Disorders unit, that the GSLC developed and tested for the parent project. After learning how mRNA vaccines work, students will explore factors that can influence an individual’s vaccine confidence level. Finally, they will develop and deploy social media campaigns designed to educate the adults who care for them, peers and/or members of their community on mRNA vaccines and increase vaccine confidence. We will conduct a within-subjects, mixed methods research study to evaluate the efficacy and impact of the supplemental lessons, using validated instruments. GOAL 2: Prepare teachers to use the lessons through an online professional development course and at least two workshops. Approach: The new lessons will be included in an online course that is taught annually for teachers and will be presented in a workshop at a national science teacher conference and in at least one virtual workshop. To further disseminate the new lessons, we will promote them to our email list of >20,000 educators worldwide and via our Twitter account, and publish a paper in a high school science teacher journal. The new lessons will be freely available on our Learn.Genetics and Teach.Genetics websites which annually receive >14 million visits and >40 million page views, coming from virtually every country in the world. Thus, the new lessons will be broadly disseminated, increasing their reach and use. The project will take full advantage of the GSLC’s synergistic expertise in curriculum development and instructional design, teacher professional development, and research and evaluation. It will build on our 26 years of experience in producing highly effective educational materials for students and the public, and in holding effective teacher professional development programs.