The Science of Essential Balance

项目摘要 这个SEPA项目的目的是设计和现场测试本质平衡科学(SEB) 高中课程。建立在已建立的大学-公立学校SEPA伙伴关系的基础上，包括5 在北卡罗来纳州皮埃蒙特地区的学区，这个项目寻求开发一个40节课的课程 在健康生活的学习过程中教授关于能量平衡生活的科学。课程设置将 融入移动技术，提供课程作业，引导学生完成5-E科学 参与、试验、解释、阐述和评估他们从自己那里收集的数据的学习周期 营养素(尤其是卡路里)的摄入和消耗。学习关于能量平衡的科学 身体活动健康的生活课程将为学生提供学习关系的机会 在营养、运动、伤害预防和肥胖预防之间使用科学的研究过程。这个 从SEB课程中学到的知识可以为学生进一步学习和学习奠定基础 了解预防医学。课程的成效将在评估研究(第一阶段)中确定 和传播研究(第二阶段)。在评估研究中，来自国家环保总局的20所高中 伙伴关系地区将被随机分配到SEB条件或第一个控制条件 三个项目年。在传播研究中将采用准实验设计来确定 SEB课程的可持续性和可转移性研究--以全美为样本 评估将基于代表学生成绩结果的证据，教师评估 课程和社区对学生理解的满意度在学生主导的社区中表现出来 事件。在这两项研究中都将使用三级分层线性模型，以确保有效性、可靠性和 课程效能证据的概括性。

Project Summary The purpose of this SEPA project is to design and field-test The Science of Essential Balance (SEB) curriculum for high schools. Building on an established university-public school SEPA Partnership including 5 school districts in the Piedmont region of North Carolina, this project seeks to develop a 40 lesson curriculum to teach the science about energy-balanced living in Healthful Living Course of Study. The curriculum will incorporate mobile technology to deliver course assignments that lead students through the 5-E science learning cycle to engage, experiment, explain, elaborate, and evaluate data they collect from themselves about nutrients (especially calories) intake and expenditure. Learning the science about energy balance in the physically active healthful living lessons will provide opportunities for students to study the relationship between nutrition, exercise, injury prevention, and obesity prevention using scientific inquiry processes. The knowledge learned from this SEB curriculum may form a foundation for students to further study and understand preventive medicine. Efficacy of the curriculum will be determined in an Evaluation Study (Phase 1) and a Dissemination Study (Phase 2). In the Evaluation Study, 20 high schools from the established SEPA Partnership districts will be randomly assigned to either the SEB condition or a control condition in the first three project years. A quasi-experiment design will be used in the Dissemination Study to determine the sustainability and transferability of the SEB curriculum using a sample across the U.S. The curriculum efficacy evaluation will be based on evidence representing student achievement outcome, teacher assessment of the curriculum, and community satisfaction about students’ understanding demonstrated in student-led community events. A three-level Hierarchical Linear Model will be used in both studies to ensure validity, reliability, and generalizability of evidence for curriculum efficacy.