MEDICAL IGNORANCE (QQQ) COLLABORATORY K12 CURRICULUM

描述（改编自申请人摘要）：尽管广泛 认识到科学知识在这个时代呈指数级衰减， 壮观的发现，很少有人欣赏之间的动态关系， 知识和它的镜像，无知。 尽管如此， 科学，特别是医学揭示了无知（无论是未知的， 对已知事物的质疑态度）是真正的未知领域。 的发现 第一阶段将进一步开发、调整和评估K-12版本 亚利桑那大学（UA）国际公认的“大脑上，” 医学无知课程（CMI） CMI旨在培育 探究精神、灌输质疑思维习惯、教学研究 通过专注于QQQ（3Qs c.f. 3R），即“问题”[内容 - “things we know we don 't know”（主动研究），“things we don 't know we 不知道”（未来的发现），和“我们认为我们知道但不知道的事情” “病”与“病”，“病”与“病”，“病”与“病”。 科学探究的过程、技能和工具;以及“怀疑者”， 学习者单独和一起寻求答案。 通过在亚利桑那州卫生部开展的多方面多媒体活动， 科学中心（AHSC），并根据学校的需要，K-12学生/科学 教师与博士合作和医学博士科学家，包括许多来自 弱势群体/少数民族/土著群体，将面临“做 临床医学中的“科学”，基础基础生物学，以及覆盖公共 健康，主要是在AHSC的心血管卓越的专业中心 疾病（Sarver心脏中心），癌症（悉尼E.鲑鱼综合癌症 中心）、遗传学/基因组学（斯蒂尔纪念儿童研究中心）、骨 和关节疾病（关节炎中心），神经科学，呼吸系统疾病， 和预防医学（新的公共卫生学院）。 课程设置 包括密切指导的医学无知暑期研究所， 全职实验室/临床研究，研讨会，访问教授， 研究论坛，提出调查结果，和职业咨询。 QQQ组件 将专注于“教授科学的思维和行为”，并提供一个 为教师举办的讲习班（现场和电话会议）， 暑期CMI/QQQ课堂和课程的缩写/浓缩形式 转变，同时提供在职后续援助、领导能力 培训，和minigrants大师教师，使改变发生。 第二阶段的传播部分将利用不断发展的 高科技校内外形成CMI/QQQ协作 基础设施连接到亚利桑那州范围内的学区和国家 专业组织[如FASEB和美国（亚利桑那州）医疗 协会]扩大CMI/QQQ计划、产品和人员的影响; 使远程站点可访问;促进复制和创新， K-12学生/教师领导通过展示成就和协助 职业发展。 精心设计的形成性和总结性评价体系 将继续实施CMI/QQQ的现行规定，并根据 评价结果，基于参与者问卷/文件组合 短期和长期成果/职业途径/影响;外部评价， 专家和检查表/时间表，以确保短期和长期 目标得到实现，数百万目标受众能够获得 高品质的有用的高性价比CMI/QQQ产品在各种适应性 多媒体格式，可以作为基础，扩大 在网络空间的合作和进一步的实验和改革， 基于探究的健康科学教育。

DESCRIPTION (Adapted from the applicants abstract): Despite widespread recognition that scientific knowledge decays exponentially in this era of spectacular discovery, few appreciate the dynamic relationship between knowledge and its mirror image, ignorance. Nevertheless, the history of science and particularly medicine reveals that ignorance (both the unknown and a questioning attitude toward the known) is the true terra incognita of discovery. Phase I will further develop, adapt, and evaluate a K-12 version of the University of Arizona's (UA) internationally recognized "brain on," "hands on" Curriculum on Medical Ignorance (CMI). CMI aims to nurture the spirit of inquiry, inculcate questioning habits of mind, and teach research skills by focusing on QQQ (the 3Qs c.f. 3Rs), namely the "Questions" [content - "things we know we don't know" (active research), "things we don't know we don't know" (future discoveries), and "things we think we know but don't" (false knowledge and error)] about disease and health; "Questioning," the process, skills, and tools of scientific inquiry; and "Questioners," the learners individually and together seeking answers. Through multifaceted multimedia activities arising at the Arizona Health Sciences Center (AHSC) and tailored to school needs, K-12 students/science teachers working with Ph.D. and M.D. scientists, including many from disadvantaged/ethnic minority/indigenous groups, will be exposed to "doing science" in clinical medicine, underlying basic biology, and overlying public health, largely in AHSC's specialized centers of excellence in cardiovascular disease (Sarver Heart Center), cancer (Sydney E.Salmon Comprehensive Cancer Center), genetics/genomics (Steele Memorial Children's Research Center), bone and joint diseases (Arthritis Center), neurosciences, respiratory diseases, and preventive medicine (new College of Public Health). Curricular offerings include closely mentored Summer Institute on Medical Ignorance (SIMI) with full-time laboratory/clinical research, seminars, visiting professors, a Research Forum to present findings, and career advising. The QQQ component will focus on "teaching the thinking and doing of science" and provide a workshop sequence for teachers (on site and teleconferenced) in an abbreviated/concentrated form of the summer CMI/QQQ classroom and curricular transformations accompanied by inservice followup assistance, leadership training, and minigrants to master teachers to make change happen. The Phase II dissemination component will take advantage of the evolving CMI/QQQ collaboration formed by high technology intramural and extramural infrastructure links to Arizona-wide school districts and national professional organizations [such as FASEB and American (Arizona) Medical Association] to enlarge the impact of CMI/QQQ programs, products and people; make remote sites accessible; promote replication and innovation, and empower K-12 student/teacher leaders through showcasing accomplishments and assisting career development. An elaborate formative and summative evaluation system currently in place for CMI/QQQ will be continued and revised according to evaluative results, based on participant questionnaires/portfolios to document short- and long-term outcomes/career pathways/impact; external evaluation by experts, and checklists/timelines to assure that short- and long-term objectives are met and that the target audience of millions has access to high-quality useful cost-effective CMI/QQQ products in a variety of adaptable multimedia formats that can serve as the basis for expansion of the collaboration in cyberspace and for further experimentation and reform in inquiry-based health sciences education.