The Pharmacology Education Partnership

说明： 在过去的四年里，我们进行了一项非常成功的科学研究 科学家/教育家之间的教育伙伴关系(由NIDA资助) 首席调查员)和一名高中化学教师(迈拉·哈尔平博士)。 我们合作的总体目标是帮助高中生学习 在以下背景下介绍基本概念，从而更好地学习生物和化学 药理学(例如药物滥用)。老师和学生测试的结果 是杰出的，导致我们继续我们的合作伙伴关系，使我们的计划 更棒的是。在这里，我们提出了一个新的研究计划，根据我们的 过去的经验，以制作和交付我们的教学计划到高等 学校的生物和化学学生使用最新的技术。我们会 为高中教师开发额外的教学模块，以加强 使用药物使用和滥用科学的基本生物学和化学概念 一个相关的背景。具体地说，我们有以下目标：1)发展 由10个模块组成的教学计划，这些模块使用以下原理 生物学和化学描述药物在体内的作用。2)构建 教师和学生访问药理学的互动网站 模块在现场测试期间。3)招收-300名高中生物和 全国范围内的化学教师对这些模块进行实地测试。老师们将会是 随机分为试验组和“等待名单”控制组。4) 举办2种类型的教师培训讲习班；在 NSTA和NCSTA年度会议，以及6小时的双向视频研讨会 北卡罗来纳科学与数学学院(NCSSM)和 全美选定的学区。在车间里，高中 生物和化学教师将获得科学内容的背景知识 并与科学家合作设计补充活动。5)现场测试 模块。参加完工作坊后，教师将在 高中的生物和化学课程。6)确定方案--S 通过评估教师的结果？学生呢？经历。学校里的学生 对照组和试验组将被列入等待名单 包含基础生物和化学问题的期末考试 知识，以及关于毒品的高级知识。教师将接受测试 关于药理学知识的培训前后，再培训一年 后来。7)对出版和传播《 互动网站和光盘上的模块。生物学的应用 化学对药物使用的重要性应该引起人们的思考 这些科学在《日常生活》中帮助学生了解毒品是如何 实际上起作用并影响他们的身体。根据我们之前的研究， 学生也能更好地学习科学！

DESCRIPTION: During the past 4 years, we have carried out a very successful science education partnership (funded by NIDA) between a scientist/educator (the Principal Investigator) and a high school chemistry teacher (Dr. Myra Halpin). The overall objective of our partnership was to help high school students learn biology and chemistry better by presenting basic concepts within the context of pharmacology (e.g. drug abuse). The results of the teacher and student testing were outstanding, leading us to continue our partnership to make our program even better. Here we present a new research plan, modified according to our past experience, to produce and deliver our instructional program to high school biology and chemistry students using current technologies. We will develop additional instructional modules for high school teachers to reinforce basic biology and chemistry concepts using the science of drug use and abuse as a relevant context. Specifically, we have the following objectives: 1) Develop an instructional program consisting of 10 modules that use principles of biology and chemistry to describe the actions of drugs in the body. 2) Build an interactive website for teachers and students to access the pharmacology modules during the field-testing. 3) Recruit - 300 high school biology and chemistry teachers nationwide to field-test the modules. Teachers will be randomized to an experimental group and a "wait-listed" control group. 4) Conduct 2 types of teacher training workshops; a 6-hour on-site workshop at the annual NSTA and NCSTA meetings and a 6-hour two-way video workshop with simultaneous broadcast between the NC School of Science and Math (NCSSM) and selected school districts throughout the US. In the workshops, high school biology and chemistry teachers will obtain background for the science content and work with scientists to design supplemental activities. 5) Field-test the modules. After participating in the workshops, teachers use the modules in biology and chemistry classes at their high schools. 6) Determine the program?s outcomes by evaluating the teachers? and students? experiences. Students in the wait-listed control group and the experimental groups will be given end-of-course tests containing questions of basic biology and chemistry knowledge, as well as advanced knowledge about drugs. Teachers will be tested on pharmacology knowledge before and after the workshop, and again 1 year later. 7) Make final revisions for the publication and dissemination of the modules on the interactive website and the CDROM. The application of biology and chemistry to drug use should stimulate thinking about the importance of these sciences in "every day life" and help students understand how drugs actually work and affect their bodies. Based on our previous study, the students learn science better too!