Health and Biomedical Science for a Diverse Community, Phase II

描述(由申请者提供)：儿童医院奥克兰研究所(CHORI)与亲身实践的健康博物馆--卫生厅合作，提出了一项为期两年的SEPA第二阶段项目，题为《多元化社区的健康和生物医学科学》。该项目的目的是传播(1)《你的基因和你的选择》，这是一个关于健康中的社会和遗传因素的独特的互动展览，以及(2)四年级和五年级的健康和生物医学科学课程。展览和课程是在第一阶段开发的。“你的基因和你的选择”是为小型科学博物馆和健康教育中心设计的，它有八个互动电台，已经在卫生厅进行了试点。它将在第二阶段期间在全国四个场馆巡回演出，并在赠款结束后继续对其他场馆开放。以活动为基础的创新课程由八个教学单元组成，向学生介绍科学概念和在研究疾病和健康状况的背景下进行的调查，这些疾病和健康状况对少数民族人口的影响不成比例。主题是：四年级：单元1：营养：平衡和不平衡(肥胖)；单元2：创伤性脑损伤；单元3：传染病与免疫；单元4：环境毒物：中毒预防。五年级：单元1。营养：糖尿病；单元2。哮喘和肺部疾病；单元3。心脏病；单元4。镰状细胞性贫血和遗传学。每个单元包括五节一小时的课程。该课程在第一阶段试行，在教室和课后科学俱乐部，在加利福尼亚州奥克兰的两所小学进行，服务对象主要是少数族裔儿童。现在我们建议：(1)通过科学俱乐部向奥克兰和伯克利的10所小学传播课程；(2)提供一系列教育工作者工作坊，以提高教师和课外人员教授科学研究的技能，并将生物医学的最新发现纳入课程；以及(3)在每个参与学校举办家庭科学节，向家长介绍科学俱乐部的主题。这些节日将包括动手活动，CHORI研究人员的演讲，以及与医疗保健提供者就与少数群体健康相关的问题进行的重点讨论。该项目涉及临床和基础科学研究人员、医疗保健提供者、教师和健康教育工作者、高中生和大学生，以及来自旧金山州立大学和加州大学伯克利分校的教职员工。最终目标是使来自不同种族、低收入环境的儿童对科学感兴趣和相关；帮助他们实现在健康、科学和科学探究方面学习的州和国家目标；帮助他们及其父母了解科学与健康之间的关系；并培养他们对科学的兴趣，以便他们可以考虑未来与生物医学相关的职业。所有项目活动将通过形成性和总结性评价进行评估。在第二阶段资助结束后，科学俱乐部将继续保留在十所参与学校，课程和评估工具将发布在互联网上，从而供其他人使用。

DESCRIPTION (provided by applicant): Children's Hospital Oakland Research Institute (CHORI), in collaboration with the Hall of Health, a hands-on health museum, proposes a two year, Phase II SEPA project entitled Health and Biomedical Science for a Diverse Community. The purpose of this project is to disseminate (1) "Your Genes and Your Choices," a unique, interactive exhibit on social and genetic factors in health, and (2) a 4th and 5th grade health and biomedical science curriculum. The exhibit and curriculum were developed during Phase I. "Your Genes and Your Choices, "which has eight interactive stations and has been piloted at the Hall of Health, is designed for small science museums and health education centers. It will travel to four venues nationwide during Phase II and remain available to other venues after the grant ends. The innovative, activity based curriculum consists of eight instructional units that introduce students to scientific concepts and investigation in the context of the study of diseases and health conditions that disproportionately affect minority populations. The topics are: Fourth Grade: Unit 1: Nutrition: Balance and Imbalance (Obesity); Unit 2. Traumatic Brain Injuries; Unit 3. Infectious Diseases and Immunity; Unit 4. Environmental Toxics: Poisoning Prevention. Fifth Grade: Unit 1. Nutrition: Diabetes; Unit 2. Asthma and Lung Disease; Unit 3. Heart Disease; and Unit 4. Sickle Cell Anemia and Genetics. Each unit consists of five one hour lessons. The curriculum was piloted during Phase I, both in the classroom and in an after school science club, at two elementary schools serving predominantly minority children in Oakland, California. Now we propose to: (1) disseminate the curriculum via science clubs to ten elementary schools in Oakland and Berkeley; (2) offer a series of educator workshops to enhance the skills of teachers and after school personnel to teach scientific investigation and to incorporate the latest findings in biomedical science across the curriculum; and (3) hold family science festivals at each participating school to introduce parents to the topics of the science clubs. The festivals will include hands-on activities, talks by CHORI researchers, and focused discussions with healthcare providers on issues relating to minority health. This project involves clinical as well as basic science investigators, healthcare providers, teachers and health educators, high school and college students, and faculty from San Francisco State University and the University of California at Berkeley. The ultimate goals are to make science interesting and relevant to children who come from ethnically diverse, low income environments; to help them meet state and national objectives for learning in health, science, and scientific inquiry; to help them and their parents understand the relationship between science and health; and to foster their interest in science, so that they may consider future careers related to biomedical science. All project activities will be assessed through formative and summative evaluation. The science clubs will remain in place at the ten participating schools after Phase II funding ends, and the curriculum and evaluation tools will be posted on the internet, and thereby available to others.